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15 Literature Review Examples

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Literature reviews are a necessary step in a research process and often required when writing your research proposal . They involve gathering, analyzing, and evaluating existing knowledge about a topic in order to find gaps in the literature where future studies will be needed.

Ideally, once you have completed your literature review, you will be able to identify how your research project can build upon and extend existing knowledge in your area of study.

Generally, for my undergraduate research students, I recommend a narrative review, where themes can be generated in order for the students to develop sufficient understanding of the topic so they can build upon the themes using unique methods or novel research questions.

If you’re in the process of writing a literature review, I have developed a literature review template for you to use – it’s a huge time-saver and walks you through how to write a literature review step-by-step:

Get your time-saving templates here to write your own literature review.

Literature Review Examples

For the following types of literature review, I present an explanation and overview of the type, followed by links to some real-life literature reviews on the topics.

1. Narrative Review Examples

Also known as a traditional literature review, the narrative review provides a broad overview of the studies done on a particular topic.

It often includes both qualitative and quantitative studies and may cover a wide range of years.

The narrative review’s purpose is to identify commonalities, gaps, and contradictions in the literature .

I recommend to my students that they should gather their studies together, take notes on each study, then try to group them by themes that form the basis for the review (see my step-by-step instructions at the end of the article).

Example Study

Title: Communication in healthcare: a narrative review of the literature and practical recommendations

Citation: Vermeir, P., Vandijck, D., Degroote, S., Peleman, R., Verhaeghe, R., Mortier, E., … & Vogelaers, D. (2015). Communication in healthcare: a narrative review of the literature and practical recommendations. International journal of clinical practice , 69 (11), 1257-1267.

Source: https://onlinelibrary.wiley.com/doi/pdf/10.1111/ijcp.12686  

Overview: This narrative review analyzed themes emerging from 69 articles about communication in healthcare contexts. Five key themes were found in the literature: poor communication can lead to various negative outcomes, discontinuity of care, compromise of patient safety, patient dissatisfaction, and inefficient use of resources. After presenting the key themes, the authors recommend that practitioners need to approach healthcare communication in a more structured way, such as by ensuring there is a clear understanding of who is in charge of ensuring effective communication in clinical settings.

Other Examples

• Burnout in United States Healthcare Professionals: A Narrative Review (Reith, 2018) – read here
• Examining the Presence, Consequences, and Reduction of Implicit Bias in Health Care: A Narrative Review (Zestcott, Blair & Stone, 2016) – read here
• A Narrative Review of School-Based Physical Activity for Enhancing Cognition and Learning (Mavilidi et al., 2018) – read here
• A narrative review on burnout experienced by medical students and residents (Dyrbye & Shanafelt, 2015) – read here

2. Systematic Review Examples

This type of literature review is more structured and rigorous than a narrative review. It involves a detailed and comprehensive plan and search strategy derived from a set of specified research questions.

The key way you’d know a systematic review compared to a narrative review is in the methodology: the systematic review will likely have a very clear criteria for how the studies were collected, and clear explanations of exclusion/inclusion criteria. 

The goal is to gather the maximum amount of valid literature on the topic, filter out invalid or low-quality reviews, and minimize bias. Ideally, this will provide more reliable findings, leading to higher-quality conclusions and recommendations for further research.

You may note from the examples below that the ‘method’ sections in systematic reviews tend to be much more explicit, often noting rigid inclusion/exclusion criteria and exact keywords used in searches.

Title: The importance of food naturalness for consumers: Results of a systematic review  

Citation: Roman, S., Sánchez-Siles, L. M., & Siegrist, M. (2017). The importance of food naturalness for consumers: Results of a systematic review. Trends in food science & technology , 67 , 44-57.

Source: https://www.sciencedirect.com/science/article/pii/S092422441730122X  

Overview: This systematic review included 72 studies of food naturalness to explore trends in the literature about its importance for consumers. Keywords used in the data search included: food, naturalness, natural content, and natural ingredients. Studies were included if they examined consumers’ preference for food naturalness and contained empirical data. The authors found that the literature lacks clarity about how naturalness is defined and measured, but also found that food consumption is significantly influenced by perceived naturalness of goods.

• A systematic review of research on online teaching and learning from 2009 to 2018 (Martin, Sun & Westine, 2020) – read here
• Where Is Current Research on Blockchain Technology? (Yli-Huumo et al., 2016) – read here
• Universities—industry collaboration: A systematic review (Ankrah & Al-Tabbaa, 2015) – read here
• Internet of Things Applications: A Systematic Review (Asghari, Rahmani & Javadi, 2019) – read here

3. Meta-analysis

This is a type of systematic review that uses statistical methods to combine and summarize the results of several studies.

Due to its robust methodology, a meta-analysis is often considered the ‘gold standard’ of secondary research , as it provides a more precise estimate of a treatment effect than any individual study contributing to the pooled analysis.

Furthermore, by aggregating data from a range of studies, a meta-analysis can identify patterns, disagreements, or other interesting relationships that may have been hidden in individual studies.

This helps to enhance the generalizability of findings, making the conclusions drawn from a meta-analysis particularly powerful and informative for policy and practice.

Title: Cholesterol and Alzheimer’s Disease Risk: A Meta-Meta-Analysis

Citation: Sáiz-Vazquez, O., Puente-Martínez, A., Ubillos-Landa, S., Pacheco-Bonrostro, J., & Santabárbara, J. (2020). Cholesterol and Alzheimer’s disease risk: a meta-meta-analysis. Brain sciences, 10(6), 386.

Source: https://doi.org/10.3390/brainsci10060386  

O verview: This study examines the relationship between cholesterol and Alzheimer’s disease (AD). Researchers conducted a systematic search of meta-analyses and reviewed several databases, collecting 100 primary studies and five meta-analyses to analyze the connection between cholesterol and Alzheimer’s disease. They find that the literature compellingly demonstrates that low-density lipoprotein cholesterol (LDL-C) levels significantly influence the development of Alzheimer’s disease.

• The power of feedback revisited: A meta-analysis of educational feedback research (Wisniewski, Zierer & Hattie, 2020) – read here
• How Much Does Education Improve Intelligence? A Meta-Analysis (Ritchie & Tucker-Drob, 2018) – read here
• A meta-analysis of factors related to recycling (Geiger et al., 2019) – read here
• Stress management interventions for police officers and recruits (Patterson, Chung & Swan, 2014) – read here

Other Types of Reviews

• Scoping Review: This type of review is used to map the key concepts underpinning a research area and the main sources and types of evidence available. It can be undertaken as stand-alone projects in their own right, or as a precursor to a systematic review.
• Rapid Review: This type of review accelerates the systematic review process in order to produce information in a timely manner. This is achieved by simplifying or omitting stages of the systematic review process.
• Integrative Review: This review method is more inclusive than others, allowing for the simultaneous inclusion of experimental and non-experimental research. The goal is to more comprehensively understand a particular phenomenon.
• Critical Review: This is similar to a narrative review but requires a robust understanding of both the subject and the existing literature. In a critical review, the reviewer not only summarizes the existing literature, but also evaluates its strengths and weaknesses. This is common in the social sciences and humanities .
• State-of-the-Art Review: This considers the current level of advancement in a field or topic and makes recommendations for future research directions. This type of review is common in technological and scientific fields but can be applied to any discipline.

How to Write a Narrative Review (Tips for Undergrad Students)

Most undergraduate students conducting a capstone research project will be writing narrative reviews. Below is a five-step process for conducting a simple review of the literature for your project.

• Search for Relevant Literature: Use scholarly databases related to your field of study, provided by your university library, along with appropriate search terms to identify key scholarly articles that have been published on your topic.
• Evaluate and Select Sources: Filter the source list by selecting studies that are directly relevant and of sufficient quality, considering factors like credibility , objectivity, accuracy, and validity.
• Analyze and Synthesize: Review each source and summarize the main arguments  in one paragraph (or more, for postgrad). Keep these summaries in a table.
• Identify Themes: With all studies summarized, group studies that share common themes, such as studies that have similar findings or methodologies.
• Write the Review: Write your review based upon the themes or subtopics you have identified. Give a thorough overview of each theme, integrating source data, and conclude with a summary of the current state of knowledge then suggestions for future research based upon your evaluation of what is lacking in the literature.

Literature reviews don’t have to be as scary as they seem. Yes, they are difficult and require a strong degree of comprehension of academic studies. But it can be feasibly done through following a structured approach to data collection and analysis. With my undergraduate research students (who tend to conduct small-scale qualitative studies ), I encourage them to conduct a narrative literature review whereby they can identify key themes in the literature. Within each theme, students can critique key studies and their strengths and limitations , in order to get a lay of the land and come to a point where they can identify ways to contribute new insights to the existing academic conversation on their topic.

Ankrah, S., & Omar, A. T. (2015). Universities–industry collaboration: A systematic review. Scandinavian Journal of Management, 31(3), 387-408.

Asghari, P., Rahmani, A. M., & Javadi, H. H. S. (2019). Internet of Things applications: A systematic review. Computer Networks , 148 , 241-261.

Dyrbye, L., & Shanafelt, T. (2016). A narrative review on burnout experienced by medical students and residents. Medical education , 50 (1), 132-149.

Geiger, J. L., Steg, L., Van Der Werff, E., & Ünal, A. B. (2019). A meta-analysis of factors related to recycling. Journal of environmental psychology , 64 , 78-97.

Martin, F., Sun, T., & Westine, C. D. (2020). A systematic review of research on online teaching and learning from 2009 to 2018. Computers & education , 159 , 104009.

Mavilidi, M. F., Ruiter, M., Schmidt, M., Okely, A. D., Loyens, S., Chandler, P., & Paas, F. (2018). A narrative review of school-based physical activity for enhancing cognition and learning: The importance of relevancy and integration. Frontiers in psychology , 2079.

Patterson, G. T., Chung, I. W., & Swan, P. W. (2014). Stress management interventions for police officers and recruits: A meta-analysis. Journal of experimental criminology , 10 , 487-513.

Reith, T. P. (2018). Burnout in United States healthcare professionals: a narrative review. Cureus , 10 (12).

Ritchie, S. J., & Tucker-Drob, E. M. (2018). How much does education improve intelligence? A meta-analysis. Psychological science , 29 (8), 1358-1369.

Roman, S., Sánchez-Siles, L. M., & Siegrist, M. (2017). The importance of food naturalness for consumers: Results of a systematic review. Trends in food science & technology , 67 , 44-57.

Sáiz-Vazquez, O., Puente-Martínez, A., Ubillos-Landa, S., Pacheco-Bonrostro, J., & Santabárbara, J. (2020). Cholesterol and Alzheimer’s disease risk: a meta-meta-analysis. Brain sciences, 10(6), 386.

Vermeir, P., Vandijck, D., Degroote, S., Peleman, R., Verhaeghe, R., Mortier, E., … & Vogelaers, D. (2015). Communication in healthcare: a narrative review of the literature and practical recommendations. International journal of clinical practice , 69 (11), 1257-1267.

Wisniewski, B., Zierer, K., & Hattie, J. (2020). The power of feedback revisited: A meta-analysis of educational feedback research. Frontiers in Psychology , 10 , 3087.

Yli-Huumo, J., Ko, D., Choi, S., Park, S., & Smolander, K. (2016). Where is current research on blockchain technology?—a systematic review. PloS one , 11 (10), e0163477.

Zestcott, C. A., Blair, I. V., & Stone, J. (2016). Examining the presence, consequences, and reduction of implicit bias in health care: a narrative review. Group Processes & Intergroup Relations , 19 (4), 528-542

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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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Table of contents

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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See an example

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.

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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.

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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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What is a Literature Review? How to Write It (with Examples)

A literature review is a critical analysis and synthesis of existing research on a particular topic. It provides an overview of the current state of knowledge, identifies gaps, and highlights key findings in the literature. 1 The purpose of a literature review is to situate your own research within the context of existing scholarship, demonstrating your understanding of the topic and showing how your work contributes to the ongoing conversation in the field. Learning how to write a literature review is a critical tool for successful research. Your ability to summarize and synthesize prior research pertaining to a certain topic demonstrates your grasp on the topic of study, and assists in the learning process. 

Table of Contents

• What is the purpose of literature review? 
• a. Habitat Loss and Species Extinction: 
• b. Range Shifts and Phenological Changes: 
• c. Ocean Acidification and Coral Reefs: 
• d. Adaptive Strategies and Conservation Efforts: 

How to write a good literature review 

• Choose a Topic and Define the Research Question: 
• Decide on the Scope of Your Review: 
• Select Databases for Searches: 
• Conduct Searches and Keep Track: 
• Review the Literature: 
• Organize and Write Your Literature Review: 
• How to write a literature review faster with Paperpal? 
• Frequently asked questions 

What is a literature review?

A well-conducted literature review demonstrates the researcher’s familiarity with the existing literature, establishes the context for their own research, and contributes to scholarly conversations on the topic. One of the purposes of a literature review is also to help researchers avoid duplicating previous work and ensure that their research is informed by and builds upon the existing body of knowledge.

What is the purpose of literature review?

A literature review serves several important purposes within academic and research contexts. Here are some key objectives and functions of a literature review: 2  

1. Contextualizing the Research Problem: The literature review provides a background and context for the research problem under investigation. It helps to situate the study within the existing body of knowledge. 

2. Identifying Gaps in Knowledge: By identifying gaps, contradictions, or areas requiring further research, the researcher can shape the research question and justify the significance of the study. This is crucial for ensuring that the new research contributes something novel to the field. 

Find academic papers related to your research topic faster. Try Research on Paperpal  

3. Understanding Theoretical and Conceptual Frameworks: Literature reviews help researchers gain an understanding of the theoretical and conceptual frameworks used in previous studies. This aids in the development of a theoretical framework for the current research. 

4. Providing Methodological Insights: Another purpose of literature reviews is that it allows researchers to learn about the methodologies employed in previous studies. This can help in choosing appropriate research methods for the current study and avoiding pitfalls that others may have encountered. 

5. Establishing Credibility: A well-conducted literature review demonstrates the researcher’s familiarity with existing scholarship, establishing their credibility and expertise in the field. It also helps in building a solid foundation for the new research. 

6. Informing Hypotheses or Research Questions: The literature review guides the formulation of hypotheses or research questions by highlighting relevant findings and areas of uncertainty in existing literature. 

Literature review example

Let’s delve deeper with a literature review example: Let’s say your literature review is about the impact of climate change on biodiversity. You might format your literature review into sections such as the effects of climate change on habitat loss and species extinction, phenological changes, and marine biodiversity. Each section would then summarize and analyze relevant studies in those areas, highlighting key findings and identifying gaps in the research. The review would conclude by emphasizing the need for further research on specific aspects of the relationship between climate change and biodiversity. The following literature review template provides a glimpse into the recommended literature review structure and content, demonstrating how research findings are organized around specific themes within a broader topic. 

Literature Review on Climate Change Impacts on Biodiversity:

Climate change is a global phenomenon with far-reaching consequences, including significant impacts on biodiversity. This literature review synthesizes key findings from various studies: 

a. Habitat Loss and Species Extinction:

Climate change-induced alterations in temperature and precipitation patterns contribute to habitat loss, affecting numerous species (Thomas et al., 2004). The review discusses how these changes increase the risk of extinction, particularly for species with specific habitat requirements. 

b. Range Shifts and Phenological Changes:

Observations of range shifts and changes in the timing of biological events (phenology) are documented in response to changing climatic conditions (Parmesan & Yohe, 2003). These shifts affect ecosystems and may lead to mismatches between species and their resources. 

c. Ocean Acidification and Coral Reefs:

The review explores the impact of climate change on marine biodiversity, emphasizing ocean acidification’s threat to coral reefs (Hoegh-Guldberg et al., 2007). Changes in pH levels negatively affect coral calcification, disrupting the delicate balance of marine ecosystems. 

d. Adaptive Strategies and Conservation Efforts:

Recognizing the urgency of the situation, the literature review discusses various adaptive strategies adopted by species and conservation efforts aimed at mitigating the impacts of climate change on biodiversity (Hannah et al., 2007). It emphasizes the importance of interdisciplinary approaches for effective conservation planning. 

Strengthen your literature review with factual insights. Try Research on Paperpal for free!    

Writing a literature review involves summarizing and synthesizing existing research on a particular topic. A good literature review format should include the following elements. 

Introduction: The introduction sets the stage for your literature review, providing context and introducing the main focus of your review. 

• Opening Statement: Begin with a general statement about the broader topic and its significance in the field. 
• Scope and Purpose: Clearly define the scope of your literature review. Explain the specific research question or objective you aim to address. 
• Organizational Framework: Briefly outline the structure of your literature review, indicating how you will categorize and discuss the existing research. 
• Significance of the Study: Highlight why your literature review is important and how it contributes to the understanding of the chosen topic. 
• Thesis Statement: Conclude the introduction with a concise thesis statement that outlines the main argument or perspective you will develop in the body of the literature review. 

Body: The body of the literature review is where you provide a comprehensive analysis of existing literature, grouping studies based on themes, methodologies, or other relevant criteria. 

• Organize by Theme or Concept: Group studies that share common themes, concepts, or methodologies. Discuss each theme or concept in detail, summarizing key findings and identifying gaps or areas of disagreement. 
• Critical Analysis: Evaluate the strengths and weaknesses of each study. Discuss the methodologies used, the quality of evidence, and the overall contribution of each work to the understanding of the topic. 
• Synthesis of Findings: Synthesize the information from different studies to highlight trends, patterns, or areas of consensus in the literature. 
• Identification of Gaps: Discuss any gaps or limitations in the existing research and explain how your review contributes to filling these gaps. 
• Transition between Sections: Provide smooth transitions between different themes or concepts to maintain the flow of your literature review. 

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Conclusion: The conclusion of your literature review should summarize the main findings, highlight the contributions of the review, and suggest avenues for future research. 

• Summary of Key Findings: Recap the main findings from the literature and restate how they contribute to your research question or objective. 
• Contributions to the Field: Discuss the overall contribution of your literature review to the existing knowledge in the field. 
• Implications and Applications: Explore the practical implications of the findings and suggest how they might impact future research or practice. 
• Recommendations for Future Research: Identify areas that require further investigation and propose potential directions for future research in the field. 
• Final Thoughts: Conclude with a final reflection on the importance of your literature review and its relevance to the broader academic community. 

Conducting a literature review

Conducting a literature review is an essential step in research that involves reviewing and analyzing existing literature on a specific topic. It’s important to know how to do a literature review effectively, so here are the steps to follow: 1  

Choose a Topic and Define the Research Question:

• Select a topic that is relevant to your field of study. 
• Clearly define your research question or objective. Determine what specific aspect of the topic do you want to explore? 

Decide on the Scope of Your Review:

• Determine the timeframe for your literature review. Are you focusing on recent developments, or do you want a historical overview? 
• Consider the geographical scope. Is your review global, or are you focusing on a specific region? 
• Define the inclusion and exclusion criteria. What types of sources will you include? Are there specific types of studies or publications you will exclude? 

Select Databases for Searches:

• Identify relevant databases for your field. Examples include PubMed, IEEE Xplore, Scopus, Web of Science, and Google Scholar. 
• Consider searching in library catalogs, institutional repositories, and specialized databases related to your topic. 

Conduct Searches and Keep Track:

• Develop a systematic search strategy using keywords, Boolean operators (AND, OR, NOT), and other search techniques. 
• Record and document your search strategy for transparency and replicability. 
• Keep track of the articles, including publication details, abstracts, and links. Use citation management tools like EndNote, Zotero, or Mendeley to organize your references. 

Review the Literature:

• Evaluate the relevance and quality of each source. Consider the methodology, sample size, and results of studies. 
• Organize the literature by themes or key concepts. Identify patterns, trends, and gaps in the existing research. 
• Summarize key findings and arguments from each source. Compare and contrast different perspectives. 
• Identify areas where there is a consensus in the literature and where there are conflicting opinions. 
• Provide critical analysis and synthesis of the literature. What are the strengths and weaknesses of existing research? 

Organize and Write Your Literature Review:

• Literature review outline should be based on themes, chronological order, or methodological approaches. 
• Write a clear and coherent narrative that synthesizes the information gathered. 
• Use proper citations for each source and ensure consistency in your citation style (APA, MLA, Chicago, etc.). 
• Conclude your literature review by summarizing key findings, identifying gaps, and suggesting areas for future research. 

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• Cite with Confidence: Paperpal makes it easy to incorporate relevant citations and references into your writing, ensuring your arguments are well-supported by credible sources. This translates to a polished, well-researched literature review. 

The literature review sample and detailed advice on writing and conducting a review will help you produce a well-structured report. But remember that a good literature review is an ongoing process, and it may be necessary to revisit and update it as your research progresses. By combining effortless research with an easy citation process, Paperpal Research streamlines the literature review process and empowers you to write faster and with more confidence. Try Paperpal Research now and see for yourself.  

Frequently asked questions

A literature review is a critical and comprehensive analysis of existing literature (published and unpublished works) on a specific topic or research question and provides a synthesis of the current state of knowledge in a particular field. A well-conducted literature review is crucial for researchers to build upon existing knowledge, avoid duplication of efforts, and contribute to the advancement of their field. It also helps researchers situate their work within a broader context and facilitates the development of a sound theoretical and conceptual framework for their studies.

Literature review is a crucial component of research writing, providing a solid background for a research paper’s investigation. The aim is to keep professionals up to date by providing an understanding of ongoing developments within a specific field, including research methods, and experimental techniques used in that field, and present that knowledge in the form of a written report. Also, the depth and breadth of the literature review emphasizes the credibility of the scholar in his or her field.  

Before writing a literature review, it’s essential to undertake several preparatory steps to ensure that your review is well-researched, organized, and focused. This includes choosing a topic of general interest to you and doing exploratory research on that topic, writing an annotated bibliography, and noting major points, especially those that relate to the position you have taken on the topic. 

Literature reviews and academic research papers are essential components of scholarly work but serve different purposes within the academic realm. 3 A literature review aims to provide a foundation for understanding the current state of research on a particular topic, identify gaps or controversies, and lay the groundwork for future research. Therefore, it draws heavily from existing academic sources, including books, journal articles, and other scholarly publications. In contrast, an academic research paper aims to present new knowledge, contribute to the academic discourse, and advance the understanding of a specific research question. Therefore, it involves a mix of existing literature (in the introduction and literature review sections) and original data or findings obtained through research methods. 

Literature reviews are essential components of academic and research papers, and various strategies can be employed to conduct them effectively. If you want to know how to write a literature review for a research paper, here are four common approaches that are often used by researchers.  Chronological Review: This strategy involves organizing the literature based on the chronological order of publication. It helps to trace the development of a topic over time, showing how ideas, theories, and research have evolved.  Thematic Review: Thematic reviews focus on identifying and analyzing themes or topics that cut across different studies. Instead of organizing the literature chronologically, it is grouped by key themes or concepts, allowing for a comprehensive exploration of various aspects of the topic.  Methodological Review: This strategy involves organizing the literature based on the research methods employed in different studies. It helps to highlight the strengths and weaknesses of various methodologies and allows the reader to evaluate the reliability and validity of the research findings.  Theoretical Review: A theoretical review examines the literature based on the theoretical frameworks used in different studies. This approach helps to identify the key theories that have been applied to the topic and assess their contributions to the understanding of the subject.  It’s important to note that these strategies are not mutually exclusive, and a literature review may combine elements of more than one approach. The choice of strategy depends on the research question, the nature of the literature available, and the goals of the review. Additionally, other strategies, such as integrative reviews or systematic reviews, may be employed depending on the specific requirements of the research.

The literature review format can vary depending on the specific publication guidelines. However, there are some common elements and structures that are often followed. Here is a general guideline for the format of a literature review:  Introduction:   Provide an overview of the topic.  Define the scope and purpose of the literature review.  State the research question or objective.  Body:   Organize the literature by themes, concepts, or chronology.  Critically analyze and evaluate each source.  Discuss the strengths and weaknesses of the studies.  Highlight any methodological limitations or biases.  Identify patterns, connections, or contradictions in the existing research.  Conclusion:   Summarize the key points discussed in the literature review.  Highlight the research gap.  Address the research question or objective stated in the introduction.  Highlight the contributions of the review and suggest directions for future research.

Both annotated bibliographies and literature reviews involve the examination of scholarly sources. While annotated bibliographies focus on individual sources with brief annotations, literature reviews provide a more in-depth, integrated, and comprehensive analysis of existing literature on a specific topic. The key differences are as follows: 

References 

• Denney, A. S., & Tewksbury, R. (2013). How to write a literature review.  Journal of criminal justice education ,  24 (2), 218-234. 
• Pan, M. L. (2016).  Preparing literature reviews: Qualitative and quantitative approaches . Taylor & Francis. 
• Cantero, C. (2019). How to write a literature review.  San José State University Writing Center . 

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Writing a Literature Review

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A literature review is a document or section of a document that collects key sources on a topic and discusses those sources in conversation with each other (also called synthesis ). The lit review is an important genre in many disciplines, not just literature (i.e., the study of works of literature such as novels and plays). When we say “literature review” or refer to “the literature,” we are talking about the research ( scholarship ) in a given field. You will often see the terms “the research,” “the scholarship,” and “the literature” used mostly interchangeably.

Where, when, and why would I write a lit review?

There are a number of different situations where you might write a literature review, each with slightly different expectations; different disciplines, too, have field-specific expectations for what a literature review is and does. For instance, in the humanities, authors might include more overt argumentation and interpretation of source material in their literature reviews, whereas in the sciences, authors are more likely to report study designs and results in their literature reviews; these differences reflect these disciplines’ purposes and conventions in scholarship. You should always look at examples from your own discipline and talk to professors or mentors in your field to be sure you understand your discipline’s conventions, for literature reviews as well as for any other genre.

A literature review can be a part of a research paper or scholarly article, usually falling after the introduction and before the research methods sections. In these cases, the lit review just needs to cover scholarship that is important to the issue you are writing about; sometimes it will also cover key sources that informed your research methodology.

Lit reviews can also be standalone pieces, either as assignments in a class or as publications. In a class, a lit review may be assigned to help students familiarize themselves with a topic and with scholarship in their field, get an idea of the other researchers working on the topic they’re interested in, find gaps in existing research in order to propose new projects, and/or develop a theoretical framework and methodology for later research. As a publication, a lit review usually is meant to help make other scholars’ lives easier by collecting and summarizing, synthesizing, and analyzing existing research on a topic. This can be especially helpful for students or scholars getting into a new research area, or for directing an entire community of scholars toward questions that have not yet been answered.

What are the parts of a lit review?

Most lit reviews use a basic introduction-body-conclusion structure; if your lit review is part of a larger paper, the introduction and conclusion pieces may be just a few sentences while you focus most of your attention on the body. If your lit review is a standalone piece, the introduction and conclusion take up more space and give you a place to discuss your goals, research methods, and conclusions separately from where you discuss the literature itself.

Introduction:

• An introductory paragraph that explains what your working topic and thesis is
• A forecast of key topics or texts that will appear in the review
• Potentially, a description of how you found sources and how you analyzed them for inclusion and discussion in the review (more often found in published, standalone literature reviews than in lit review sections in an article or research paper)
• 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 sentence to draw connections, comparisons, and contrasts.

Conclusion:

• Summarize the key findings you have taken from the literature and emphasize their significance
• Connect it back to your primary research question

How should I organize my lit review?

Lit reviews can take many different organizational patterns depending on what you are trying to accomplish with the review. Here are some examples:

• Chronological : The simplest approach is to trace the development of the topic over time, which helps familiarize the audience with the topic (for instance if you are introducing something that is not commonly known in your field). If you choose this strategy, be careful to avoid simply listing and summarizing sources in order. Try to analyze the patterns, turning points, and key debates that have shaped the direction of the field. Give your interpretation of how and why certain developments occurred (as mentioned previously, this may not be appropriate in your discipline — check with a teacher or mentor if you’re unsure).
• Thematic : If you have found some recurring central themes that you will continue working with throughout your piece, you can organize your literature review into subsections that address different aspects of the topic. For example, if you are reviewing literature about women and religion, key themes can include the role of women in churches and the religious attitude towards women.
• Qualitative versus quantitative research
• Empirical versus theoretical scholarship
• Divide the research by sociological, historical, or cultural sources
• Theoretical : In many humanities articles, the literature review is the foundation for the theoretical framework. You can use it to discuss various theories, models, and definitions of key concepts. You can argue for the relevance of a specific theoretical approach or combine various theorical concepts to create a framework for your research.

What are some strategies or tips I can use while writing my lit review?

Any lit review is only as good as the research it discusses; make sure your sources are well-chosen and your research is thorough. Don’t be afraid to do more research if you discover a new thread as you’re writing. More info on the research process is available in our "Conducting Research" resources .

As you’re doing your research, create an annotated bibliography ( see our page on the this type of document ). Much of the information used in an annotated bibliography can be used also in a literature review, so you’ll be not only partially drafting your lit review as you research, but also developing your sense of the larger conversation going on among scholars, professionals, and any other stakeholders in your topic.

Usually you will need to synthesize research rather than just summarizing it. This means drawing connections between sources to create a picture of the scholarly conversation on a topic over time. Many student writers struggle to synthesize because they feel they don’t have anything to add to the scholars they are citing; here are some strategies to help you:

• It often helps to remember that the point of these kinds of syntheses is to show your readers how you understand your research, to help them read the rest of your paper.
• Writing teachers often say synthesis is like hosting a dinner party: imagine all your sources are together in a room, discussing your topic. What are they saying to each other?
• Look at the in-text citations in each paragraph. Are you citing just one source for each paragraph? This usually indicates summary only. When you have multiple sources cited in a paragraph, you are more likely to be synthesizing them (not always, but often
• Read more about synthesis here.

The most interesting literature reviews are often written as arguments (again, as mentioned at the beginning of the page, this is discipline-specific and doesn’t work for all situations). Often, the literature review is where you can establish your research as filling a particular gap or as relevant in a particular way. You have some chance to do this in your introduction in an article, but the literature review section gives a more extended opportunity to establish the conversation in the way you would like your readers to see it. You can choose the intellectual lineage you would like to be part of and whose definitions matter most to your thinking (mostly humanities-specific, but this goes for sciences as well). In addressing these points, you argue for your place in the conversation, which tends to make the lit review more compelling than a simple reporting of other sources.

Literature Review Guide: Examples of Literature Reviews

• What is a Literature Review?
• How to start?
• Picking your research question and searching
• Search strategies and Databases
• How to organise the review
• Examples of Literature Reviews
• Library summary

All good quality journal articles will include a small Literature Review after the Introduction paragraph.  It may not be called a Literature Review but gives you an idea of how one is created in miniature.

Sample Literature Reviews as part of a articles or Theses

• Hackett, G and Melia, D . The hotel as the holiday/stay destination:trends and innovations. Presented at TRIC Conference, Belfast, Ireland- June 2012 and EuroCHRIE Conference

Links to sample Literature Reviews from other libraries

• Sample literature reviews from University of West Florida

Irish Theses

• Phillips, Martin (2015) European airline performance: a data envelopment analysis with extrapolations based on model outputs. Master of Business Studies thesis, Dublin City University.
• The customers’ perception of servicescape’s influence on their behaviours, in the food retail industry : Dublin Business School 2015
• Coughlan, Ray (2015) What was the role of leadership in the transformation of a failing Irish Insurance business. Masters thesis, Dublin, National College of Ireland.
• << Previous: How to organise the review
• Next: Library summary >>
• Last Updated: Aug 28, 2024 5:05 PM
• URL: https://ait.libguides.com/literaturereview

How to write a literature review introduction (+ examples)

The introduction to a literature review serves as your reader’s guide through your academic work and thought process. Explore the significance of literature review introductions in review papers, academic papers, essays, theses, and dissertations. We delve into the purpose and necessity of these introductions, explore the essential components of literature review introductions, and provide step-by-step guidance on how to craft your own, along with examples.

Why you need an introduction for a literature review

In academic writing , the introduction for a literature review is an indispensable component. Effective academic writing requires proper paragraph structuring to guide your reader through your argumentation. This includes providing an introduction to your literature review.

It is imperative to remember that you should never start sharing your findings abruptly. Even if there isn’t a dedicated introduction section .

When you need an introduction for a literature review

There are three main scenarios in which you need an introduction for a literature review:

What to include in a literature review introduction

It is crucial to customize the content and depth of your literature review introduction according to the specific format of your academic work.

Academic literature review paper

The introduction of an academic literature review paper, which does not rely on empirical data, often necessitates a more extensive introduction than the brief literature review introductions typically found in empirical papers. It should encompass:

Regular literature review section in an academic article or essay

In a standard 8000-word journal article, the literature review section typically spans between 750 and 1250 words. The first few sentences or the first paragraph within this section often serve as an introduction. It should encompass:

Introduction to a literature review chapter in thesis or dissertation

Some students choose to incorporate a brief introductory section at the beginning of each chapter, including the literature review chapter. Alternatively, others opt to seamlessly integrate the introduction into the initial sentences of the literature review itself. Both approaches are acceptable, provided that you incorporate the following elements:

Examples of literature review introductions

Example 1: an effective introduction for an academic literature review paper.

To begin, let’s delve into the introduction of an academic literature review paper. We will examine the paper “How does culture influence innovation? A systematic literature review”, which was published in 2018 in the journal Management Decision.

Example 2: An effective introduction to a literature review section in an academic paper

The second example represents a typical academic paper, encompassing not only a literature review section but also empirical data, a case study, and other elements. We will closely examine the introduction to the literature review section in the paper “The environmentalism of the subalterns: a case study of environmental activism in Eastern Kurdistan/Rojhelat”, which was published in 2021 in the journal Local Environment.

Thus, the author successfully introduces the literature review, from which point onward it dives into the main concept (‘subalternity’) of the research, and reviews the literature on socio-economic justice and environmental degradation.

Examples 3-5: Effective introductions to literature review chapters

Numerous universities offer online repositories where you can access theses and dissertations from previous years, serving as valuable sources of reference. Many of these repositories, however, may require you to log in through your university account. Nevertheless, a few open-access repositories are accessible to anyone, such as the one by the University of Manchester . It’s important to note though that copyright restrictions apply to these resources, just as they would with published papers.

Master’s thesis literature review introduction

Phd thesis literature review chapter introduction.

The second example is Deep Learning on Semi-Structured Data and its Applications to Video-Game AI, Woof, W. (Author). 31 Dec 2020, a PhD thesis completed at the University of Manchester . In Chapter 2, the author offers a comprehensive introduction to the topic in four paragraphs, with the final paragraph serving as an overview of the chapter’s structure:

PhD thesis literature review introduction

The last example is the doctoral thesis Metacognitive strategies and beliefs: Child correlates and early experiences Chan, K. Y. M. (Author). 31 Dec 2020 . The author clearly conducted a systematic literature review, commencing the review section with a discussion of the methodology and approach employed in locating and analyzing the selected records.

Steps to write your own literature review introduction

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WTO / Education / 39 Best Literature Review Examples (Guide with Samples)

39 Best Literature Review Examples (Guide with Samples)

A literature review is a compilation of current knowledge on a particular topic derived from the critical evaluation of different scholarly sources such as books, articles, and publications, which is then presented in an organized manner to relate to a specific research problem being investigated.

It highlights the methods, relevant theories, and gaps in existing research on a particular subject. It can be both a summary and synthesis of information on a specific topic. A summary reiterates key information from scholarly sources, while synthesis is a new interpretation or combination of new and old material. 

As a synthesis, it can outline the intellectual progression of knowledge in a particular field or topic, which might involve stating key debates throughout the advancement period.  

Literature Review Examples

Purpose of Literature Review

Literature reviews have different purposes in scholarly articles, research papers , and books, depending on the discipline at hand. First and foremost, reviews are generally meant to showcase the extensive research carried out by an author on a particular topic and their findings, which will form the foundation of the research. It then summarizes the information to show the author’s familiarity with the topic in question.

The review also demonstrates the relationship between the topic being investigated and other topics that were under consideration. Finally, it outlines the gaps in the previous works of other scholars, which create areas of research.

Literature reviews provide a new interpretation of previous scholarly publications and aim to resolve conflicting studies done in the past. In addition, identifying existing gaps in a particular research area illustrates the starting point of the research.

Literature Review vs. Academic Research Paper

A research paper presents new ideas, arguments, and approaches toward a particular topic. The conclusions of a research paper will be based on the analysis and interpretation of raw data collected by the author and an original study. On the other hand, a literature review is based on the findings of other publications. Thus, the review highlights the author’s understanding of a topic based on the previously conducted research. It is part of a research paper.

Where, When, and Why

The need for a literature review in a publication will vary from one situation to the other and the field/discipline of research. These two factors determine what is expected from the lit review. For example, a scientific review will be more analytical on the methods and results of previous research. In contrast, a philosophical review will be more argumentative, highlighting the discrepancies and correspondences between scholars.

It can either be part of a publication or a stand-alone document. As part of a research publication, it is often placed after the introduction to the topic outlining knowledge about a particular topic and critical sources that formed the foundation of the research. As an individual document, it is prepared by students as part of course study to aid the students in familiarizing themselves with different topics in their field of study.

Lit reviews also guide students to help them synthesize theoretical methodologies and frameworks to adopt in academic research . As a publication, literature reviews are used to document existing information about a topic for readers (other scholars) to go through for whatever reasons they may have. Published studies are essentially helpful to new scholars getting into any field of research.

Types of Literature Review

Before looking into how to write a literature review, it is vital to understand the different types. The type will usually depend on the objective approach of the author.

Common types are:  

Argumentative review

An argumentative review is adopted when the research paper or publication is meant to take a contrarian viewpoint on a particular subject. The review analyses an existing argument, philosophical problem, assumption, or conclusion outlined in different studies with an objective to either support or oppose the argument. 

Integrative review

An integrative review integrates secondary data to develop new perspectives and frameworks on a topic. This is more prevalent in research that does not involve primary data. In addition, integrative reviews are more familiar with social sciences.       

Historical review

Historical reviews are used when scholars or authors place a particular idea, concept, theory, or research in a historical context. It examines the idea, theory, or issue from the first time it was discussed and outlines its evolution throughout a given period.  

Methodological review

Methodological reviews look at how a specific theory, concept, results, or findings were developed. Therefore, methodological reviews will analyze the different methods used by different scholars to arrive at conclusions or knowledge about the topic being investigated.

Some of the methods scholars use in different disciplines to obtain information are interviewing, sampling, practical experiments/data collection, research approaches, critical thinking, social experiments, etc.

Methodological reviews are hence used to discuss tested methods of research and ethics that a researcher should be aware of before undertaking their investigations.  

Systematic review

A systematic review is a more detailed and comprehensive review compared to other types of lit reviews. It highlights any existing research evidence associated with a clearly defined research problem or question. The evidence is collected, analyzed, and reported in a summarized but detailed manner. Systematic reviews are popularly presented as a cause-and-effect structure.

Theoretical review

A theoretical review delves into the different theories regarding a particular issue, challenge, concept, or theory. It identifies their inadequacy in explaining the issue or concept at hand. The review then identifies the relationships between the identified theories, and the degree of research done and poses novel hypotheses to be investigated.

Organization of a Literature Review

How an author organizes a literature review will depend on what they aim to achieve. As a consequence, there are multiple ways of organizing it which are discussed below:

Chronological 

A chronological format outlines knowledge on a particular topic based on when the scholarly source of information was published. Starting with the earliest followed up to the most recent chronological order. This format should be used if there is a clear chronological order in the development of the information; therefore, it will not be applicable in some cases. Instead, key turning points, patterns, and events that impacted the direction of the knowledge should be outlined.  

By publication

It can be organized in the scholarly publications reviewed by the author, scholar, or student. The by-publication format should only improve the review and facilitate what the author aims to accomplish. 

Scholars or students can adopt a dominant trend in research, such as history, developmental stages, steps involved in a process, etc.

Methodological

A methodological format is based on the methods used by the researcher. Thus, the order of contents in the lit review will depend on the method they will use to carry out their research, knowledge obtained from the first method appears first, and the rest of the information follows in the same order according to the methods used by the author.  

Literature reviews organized in a thematic format revolve around the subject being investigated in no order. It is, therefore, ordinarily up to the researcher or author to determine how they intend to outline the information. A thematic format will crossover from one period and publication to another, but can sometimes incorporate a chronological order.

Theoretical

Literature reviews organized in a theoretical format have their contents organized in an abstract framework established by the author to discuss different concepts, theories, and concepts and how they relate to the research at hand.

Additional sections

Depending on the objective, other sections do not fit under conventional lit review formats that one may need to add. Below are some of the sections that authors or students can include in the lit review:

• Current situation: The review can have information about the current state of things regarding the topic at hand to facilitate further understanding.
• History: Researchers can summarize the subject under investigation, literature, or concept if the review is not already in chronological format.
• Selection methods: Lit reviews are known to outline the methods or criteria used in selecting the way to present information and scholarly sources referenced in the review.
• Standards: it can also include the standards used in choosing the format to present information in the review and the scholarly literature used in the research.
• Further questions for research: The review can include questions emanating from the review and how the researcher will further explore their research to address the queries raised.

Literature Review Samples

Considerations Before Writing a Literature Review

Preparation is essential when it comes to writing. The objective should be to come up with a review that satisfactorily explores the topic being discussed. The following considerations are steps towards that if incorporated into the writing process:

Authors should seek clarification from mentors or supervisors before commencing the writing process. First, determine what is expected from the lit review. The type and number of sources to be used, the assignment (summarize, synthesize, or critique), and the type of information provided should be clear.

Find models

You should review literature from other authors in the same discipline and evaluate how those authors presented their lit reviews. Previous lit reviews can be used as guides that point authors in the right direction when writing their lit reviews.

Narrow your topic

It is always advantageous to narrow down the research topic to a specific area of research; that way, the number of sources can also be reduced. Even though conducting research will usually involve extensive research on all available materials about a particular topic, having a well-defined topic simplifies the task at hand.

Current sources

Determine if the research project or discipline ought to be based on the most recent findings or information. It is common for knowledge to become obsolete, especially in disciplines where discoveries and new inventions are made fast. If the lit review should be based on current knowledge, limit the sources to the most recent literature. Some disciplines will typically have a limit on how old the sources should be.  

How to Write a Literature Review (Expert Guide)

Once all pre-writing considerations have been taken into account, it is time to write the document. At this point, you should already be aware of what you wish to accomplish with the literature review, and the steps to writing an exemplary lit review are mentioned below:

Problem formulation

First and foremost, clearly define the topic (research area) to be investigated. For students, this will sometimes be given as an assignment. However, the research could be an academic project, which means that the author has to come up with the problem and define it themselves.

Search for relevant studies

Once the problem is clearly expressed, you should search for studies related to the topic, concept, theory, or idea and questions surrounding the topic. Most stand-alone lit reviews will generally attempt to answer a more concentrated question. On the internet, literature can be searched using keywords related to the research area. In addition to keywords, include vital variables such as synonyms and associated terms. The inclusion of Boolean operators and, or not, is also used to narrow down results to more specific publications.

Familiar sources for publications are:

• Google Scholar
• Library catalogue
• Econ lit (economics)
• Project Muse (humanities and social sciences)
• Inspec (physics, engineering, and computer science )
• Medline (life sciences and biomedicine)

Before selecting relevant studies, go through their abstract and determine if they fit the scope needed in the investigation. Use a list to note down any chosen works. Select landmark sources in the discipline.

Evaluation of sources/data

The next step is the evaluation stage . Evaluation involves a lot of reading. Evaluation can be done in two stages; overall skimming and thorough reading. During the second stage of this step, be critical, ask questions, and take many notes.

Some of the questions authors or researchers should ask themselves are:

• What is the author’s objective? What problem, concept, or theory are they putting across?
• What are the main concepts?
• What are the methodologies used by the author to arrive at the results and conclusions?
• What are the strengths and weaknesses of the results and conclusions?

Use credible sources. Most cited sources are preferred as they indicate their influence in the field. Also, keep track of the citations to be later incorporated.

Identify themes, debates, and gaps

While reading the sources, identify key patterns, themes, debates/arguments, and gaps in each literature. These elements help tie the literature to the topic under investigation. Look for consistent patterns, themes, questions, challenges, methods, and inconsistencies in the same. Consistencies present critical information for consideration, while inconsistencies present opportunities for research areas.

Outline the structure

Formatting is part and parcel of a well-written work. Selecting the structure should start by creating an outline with all the information that will go into the lit review, then consider the different types of structures and select the most suitable. Next, take the basic structure of the introduction, body, and conclusion into consideration and start work from there. 

Analysis and interpretation 

Lastly, perform an in-depth analysis and interpretation of the information obtained from the scholarly research and put it into writing. The summarized, synthesized, and critically evaluated information is then written down in well-structured paragraphs that follow the chosen structure. Transition words are used to draw comparisons, connections, and contrasts.

Format 

Ordinarily, a literature review will have three key components: introduction, body, and conclusion. These components should appear in the document in the following order:

Introduction

An introduction should inform the reader which topic is being studied. It gives the reader an overall idea of the purpose and focus of the document. The introduction lets the reader know beforehand the key things that will be highlighted in the document. Therefore, the introduction should be brief and precise.

The next item is the body, where the primary purpose of the lit review is fulfilled. The body should take critical information from all the sources used and comprehensively present them. This is where the author reports the extensive analysis and interpretation results that they gathered from all the sources they reviewed. The body should be categorized into themes, ideas, and concepts within the main topic.

Lastly, a summary of what the lit review entails should be provided as a conclusion. The critical points obtained from examining the sources should be written down and linked to the primary subject of the review. Key points are those that have the most outstanding contribution to the research.

Studies used should be screened based on provenance (author’s credentials or credibility), methodology, objectivity, persuasiveness, and value related to the topic at hand.

Guidelines for Writing a Literature Review

To improve the delivery of information, there are certain elements that authors can incorporate. They are:

Use evidence

The lit review’s findings, interpretations, and general contents should be based on actual evidence or credible literature. Using citations is evidence of authentic information.

Be selective

There will always be a lot of information available from the reviewed sources. Authors should therefore be selective and discuss the key points that focus on the topic. Not all information must be included in the review.  

Word-for-word quotes are acceptable . This is even more so if a critical point or author-specific terminology or knowledge cannot be paraphrased. Quotes should, however, be used sparingly.

Summarize and synthesize

The information obtained from the sources should be summarized, and the author should use it to synthesize new arguments, concepts, or ideas related to their research.

Keep your voice

The literature review should reflect the author’s voice as it is a review of other people’s works. This can be done by starting and ending the paragraphs with an original voice, ideas, and wordings.

Use caution while paraphrasing

Any paraphrased information should be conveyed accurately and in the author’s words. A citation must always be done, even when paraphrasing has been done.

Proofread before submitting or publishing. Go through the document a few times and make the necessary changes. The review should be within the applicable guidelines. Check for language and any other errors and edit accordingly.

Do’s and Don’ts for a Literature Review 

Every researcher wants to introduce their readers to a particular topic in an informative and engaging manner. Below are tips that can be used to this effect.

The following things should be opted by the researcher when writing a lit review:

• Find a focus: Authors should take a direction, idea, concept, or argument and stick to it. The information conveyed should then be made to align with the chosen point of focus. Thus, the review is not simply a list of analyzed sources, but a detailed summary of how different sources have a focal point (intertwined).
• Well-chosen sources: The quality of the information will, to a great extent, be determined by the quality of sources used. Therefore, take time to select suitable sources and more value will be added to the review.
• Create an annotated bibliography: Creating an annotated bibliography is recommended as one reads their sources. The bibliography keeps track of sources and takes notes. This information can be used when writing the final lit review.
• Synthesize research: Information obtained from the relevant studies should be combined to come up with new or original ideas. You should present a new domain based on previous sources’ knowledge, not just restating the information.
• Argumentative approach: Well-written literature reviews will often argue to support an author’s stance on a particular topic. The author can choose to address how the author’s work is filling a particular gap or support one of the scholar’s arguments and perception towards a particular topic. However, this argumentative approach will not work in all situations; it is usually discipline-specific. 
• Convey it to the reader: It should let the reader know the document’s main idea, concept, or argument. This can be done by including a simple statement that compels the reader to think precisely and know what to expect.
• Break out your disciplinary box: The research will often be multi-disciplinary. Literature reviews should then collect interdisciplinary information from multiple sources as they add novel dynamics to the topic under investigation. It should be noted that this does not imply that the researcher should substitute the literature from the topic’s discipline with that from other disciplines. This is usually an improvement strategy that adds substance to the review.
• Look for repeated patterns: Be attentive to pick out repeated ideas, findings, and concepts from different scholars as they will often illustrate agreed research dead-end or a scholarly conclusion.
• Don’t just review for content: When reviewing the literature, examine the content and other writing and presentation techniques. Look out for unique ways information has been presented, methods used, consistent citations, and non-textual elements such as graphs, and figures used to present information. In addition, the researcher identifies theories used to predict, explain, or understand phenomena within the discipline.
• Search Web of Science and Google Scholar: Conduct citation tracking about the leading scholars already identified in the search process. Scholars cited by multiple scholars outside the principal discipline will generally indicate that there are no new publications on the topic.

The following don’ts should be avoided:

• Do not select studies that are not directly related to the topic being investigated.
• Avoid rushing when identifying and selecting sources to use to research the problem.
• Avoid the use of secondary analytical sources. Instead, opt to use sources with primary research studies or data. Secondary analytical sources will often cite primary analytical sources; research should refer to them instead.
• Do not accept other scholarly findings, theories, or interpretations without critically examining and critiquing them.
• Researchers should not outline the search procedures used to identify scholarly sources for reviewing purposes.
• Avoid including isolated statistical findings without illustrating how they were arrived at using chi-squared or meta-analytic methods.
• Do not review studies that only validate the assumptions, stances, and concepts of your thesis; consider contradicting works with alternative and conflicting stances.

Frequently Asked Questions

It is written by researchers, authors, and students who must study literature to gather knowledge on a particular topic they are interested in.

It should be placed right after the introduction of the dissertation. It places the research in a scholarly context by summarizing existing knowledge on the particular topic.

Researchers and authors are not limited in terms of how many sources they can review. Students will usually have a given number of sources to review as an assignment. However, the number of sources referenced in a lit review will vary from one topic or discipline to the other. Some topics have a vast catalog of available sources, while others have minimal sources, especially emerging issues. It is, however, advised that each key point discussed should have at least 2-3 references/sources. For example, a 10-page lit review will have an average of 30 references.

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How To Write An A-Grade Literature Review

3 straightforward steps (with examples) + free template.

By: Derek Jansen (MBA) | Expert Reviewed By: Dr. Eunice Rautenbach | October 2019

Quality research is about building onto the existing work of others , “standing on the shoulders of giants”, as Newton put it. The literature review chapter of your dissertation, thesis or research project is where you synthesise this prior work and lay the theoretical foundation for your own research.

Long story short, this chapter is a pretty big deal, which is why you want to make sure you get it right . In this post, I’ll show you exactly how to write a literature review in three straightforward steps, so you can conquer this vital chapter (the smart way).

Overview: The Literature Review Process

• Understanding the “ why “
• Finding the relevant literature
• Cataloguing and synthesising the information
• Outlining & writing up your literature review
• Example of a literature review

But first, the “why”…

Before we unpack how to write the literature review chapter, we’ve got to look at the why . To put it bluntly, if you don’t understand the function and purpose of the literature review process, there’s no way you can pull it off well. So, what exactly is the purpose of the literature review?

Well, there are (at least) four core functions:

• For you to gain an understanding (and demonstrate this understanding) of where the research is at currently, what the key arguments and disagreements are.
• For you to identify the gap(s) in the literature and then use this as justification for your own research topic.
• To help you build a conceptual framework for empirical testing (if applicable to your research topic).
• To inform your methodological choices and help you source tried and tested questionnaires (for interviews ) and measurement instruments (for surveys ).

Most students understand the first point but don’t give any thought to the rest. To get the most from the literature review process, you must keep all four points front of mind as you review the literature (more on this shortly), or you’ll land up with a wonky foundation.

Okay – with the why out the way, let’s move on to the how . As mentioned above, writing your literature review is a process, which I’ll break down into three steps:

• Finding the most suitable literature
• Understanding , distilling and organising the literature
• Planning and writing up your literature review chapter

Importantly, you must complete steps one and two before you start writing up your chapter. I know it’s very tempting, but don’t try to kill two birds with one stone and write as you read. You’ll invariably end up wasting huge amounts of time re-writing and re-shaping, or you’ll just land up with a disjointed, hard-to-digest mess . Instead, you need to read first and distil the information, then plan and execute the writing.

Step 1: Find the relevant literature

Naturally, the first step in the literature review journey is to hunt down the existing research that’s relevant to your topic. While you probably already have a decent base of this from your research proposal , you need to expand on this substantially in the dissertation or thesis itself.

Essentially, you need to be looking for any existing literature that potentially helps you answer your research question (or develop it, if that’s not yet pinned down). There are numerous ways to find relevant literature, but I’ll cover my top four tactics here. I’d suggest combining all four methods to ensure that nothing slips past you:

Method 1 – Google Scholar Scrubbing

Google’s academic search engine, Google Scholar , is a great starting point as it provides a good high-level view of the relevant journal articles for whatever keyword you throw at it. Most valuably, it tells you how many times each article has been cited, which gives you an idea of how credible (or at least, popular) it is. Some articles will be free to access, while others will require an account, which brings us to the next method.

Method 2 – University Database Scrounging

Generally, universities provide students with access to an online library, which provides access to many (but not all) of the major journals.

So, if you find an article using Google Scholar that requires paid access (which is quite likely), search for that article in your university’s database – if it’s listed there, you’ll have access. Note that, generally, the search engine capabilities of these databases are poor, so make sure you search for the exact article name, or you might not find it.

Method 3 – Journal Article Snowballing

At the end of every academic journal article, you’ll find a list of references. As with any academic writing, these references are the building blocks of the article, so if the article is relevant to your topic, there’s a good chance a portion of the referenced works will be too. Do a quick scan of the titles and see what seems relevant, then search for the relevant ones in your university’s database.

Method 4 – Dissertation Scavenging

Similar to Method 3 above, you can leverage other students’ dissertations. All you have to do is skim through literature review chapters of existing dissertations related to your topic and you’ll find a gold mine of potential literature. Usually, your university will provide you with access to previous students’ dissertations, but you can also find a much larger selection in the following databases:

• Open Access Theses & Dissertations
• Stanford SearchWorks

Keep in mind that dissertations and theses are not as academically sound as published, peer-reviewed journal articles (because they’re written by students, not professionals), so be sure to check the credibility of any sources you find using this method. You can do this by assessing the citation count of any given article in Google Scholar. If you need help with assessing the credibility of any article, or with finding relevant research in general, you can chat with one of our Research Specialists .

Alright – with a good base of literature firmly under your belt, it’s time to move onto the next step.

Need a helping hand?

Step 2: Log, catalogue and synthesise

Once you’ve built a little treasure trove of articles, it’s time to get reading and start digesting the information – what does it all mean?

While I present steps one and two (hunting and digesting) as sequential, in reality, it’s more of a back-and-forth tango – you’ll read a little , then have an idea, spot a new citation, or a new potential variable, and then go back to searching for articles. This is perfectly natural – through the reading process, your thoughts will develop , new avenues might crop up, and directional adjustments might arise. This is, after all, one of the main purposes of the literature review process (i.e. to familiarise yourself with the current state of research in your field).

As you’re working through your treasure chest, it’s essential that you simultaneously start organising the information. There are three aspects to this:

• Logging reference information
• Building an organised catalogue
• Distilling and synthesising the information

I’ll discuss each of these below:

2.1 – Log the reference information

As you read each article, you should add it to your reference management software. I usually recommend Mendeley for this purpose (see the Mendeley 101 video below), but you can use whichever software you’re comfortable with. Most importantly, make sure you load EVERY article you read into your reference manager, even if it doesn’t seem very relevant at the time.

2.2 – Build an organised catalogue

In the beginning, you might feel confident that you can remember who said what, where, and what their main arguments were. Trust me, you won’t. If you do a thorough review of the relevant literature (as you must!), you’re going to read many, many articles, and it’s simply impossible to remember who said what, when, and in what context . Also, without the bird’s eye view that a catalogue provides, you’ll miss connections between various articles, and have no view of how the research developed over time. Simply put, it’s essential to build your own catalogue of the literature.

I would suggest using Excel to build your catalogue, as it allows you to run filters, colour code and sort – all very useful when your list grows large (which it will). How you lay your spreadsheet out is up to you, but I’d suggest you have the following columns (at minimum):

• Author, date, title – Start with three columns containing this core information. This will make it easy for you to search for titles with certain words, order research by date, or group by author.
• Categories or keywords – You can either create multiple columns, one for each category/theme and then tick the relevant categories, or you can have one column with keywords.
• Key arguments/points – Use this column to succinctly convey the essence of the article, the key arguments and implications thereof for your research.
• Context – Note the socioeconomic context in which the research was undertaken. For example, US-based, respondents aged 25-35, lower- income, etc. This will be useful for making an argument about gaps in the research.
• Methodology – Note which methodology was used and why. Also, note any issues you feel arise due to the methodology. Again, you can use this to make an argument about gaps in the research.
• Quotations – Note down any quoteworthy lines you feel might be useful later.
• Notes – Make notes about anything not already covered. For example, linkages to or disagreements with other theories, questions raised but unanswered, shortcomings or limitations, and so forth.

If you’d like, you can try out our free catalog template here (see screenshot below).

2.3 – Digest and synthesise

Most importantly, as you work through the literature and build your catalogue, you need to synthesise all the information in your own mind – how does it all fit together? Look for links between the various articles and try to develop a bigger picture view of the state of the research. Some important questions to ask yourself are:

• What answers does the existing research provide to my own research questions ?
• Which points do the researchers agree (and disagree) on?
• How has the research developed over time?
• Where do the gaps in the current research lie?

To help you develop a big-picture view and synthesise all the information, you might find mind mapping software such as Freemind useful. Alternatively, if you’re a fan of physical note-taking, investing in a large whiteboard might work for you.

Step 3: Outline and write it up!

Once you’re satisfied that you have digested and distilled all the relevant literature in your mind, it’s time to put pen to paper (or rather, fingers to keyboard). There are two steps here – outlining and writing:

3.1 – Draw up your outline

Having spent so much time reading, it might be tempting to just start writing up without a clear structure in mind. However, it’s critically important to decide on your structure and develop a detailed outline before you write anything. Your literature review chapter needs to present a clear, logical and an easy to follow narrative – and that requires some planning. Don’t try to wing it!

Naturally, you won’t always follow the plan to the letter, but without a detailed outline, you’re more than likely going to end up with a disjointed pile of waffle , and then you’re going to spend a far greater amount of time re-writing, hacking and patching. The adage, “measure twice, cut once” is very suitable here.

In terms of structure, the first decision you’ll have to make is whether you’ll lay out your review thematically (into themes) or chronologically (by date/period). The right choice depends on your topic, research objectives and research questions, which we discuss in this article .

Once that’s decided, you need to draw up an outline of your entire chapter in bullet point format. Try to get as detailed as possible, so that you know exactly what you’ll cover where, how each section will connect to the next, and how your entire argument will develop throughout the chapter. Also, at this stage, it’s a good idea to allocate rough word count limits for each section, so that you can identify word count problems before you’ve spent weeks or months writing!

PS – check out our free literature review chapter template…

3.2 – Get writing

With a detailed outline at your side, it’s time to start writing up (finally!). At this stage, it’s common to feel a bit of writer’s block and find yourself procrastinating under the pressure of finally having to put something on paper. To help with this, remember that the objective of the first draft is not perfection – it’s simply to get your thoughts out of your head and onto paper, after which you can refine them. The structure might change a little, the word count allocations might shift and shuffle, and you might add or remove a section – that’s all okay. Don’t worry about all this on your first draft – just get your thoughts down on paper.

Once you’ve got a full first draft (however rough it may be), step away from it for a day or two (longer if you can) and then come back at it with fresh eyes. Pay particular attention to the flow and narrative – does it fall fit together and flow from one section to another smoothly? Now’s the time to try to improve the linkage from each section to the next, tighten up the writing to be more concise, trim down word count and sand it down into a more digestible read.

Once you’ve done that, give your writing to a friend or colleague who is not a subject matter expert and ask them if they understand the overall discussion. The best way to assess this is to ask them to explain the chapter back to you. This technique will give you a strong indication of which points were clearly communicated and which weren’t. If you’re working with Grad Coach, this is a good time to have your Research Specialist review your chapter.

Finally, tighten it up and send it off to your supervisor for comment. Some might argue that you should be sending your work to your supervisor sooner than this (indeed your university might formally require this), but in my experience, supervisors are extremely short on time (and often patience), so, the more refined your chapter is, the less time they’ll waste on addressing basic issues (which you know about already) and the more time they’ll spend on valuable feedback that will increase your mark-earning potential.

Literature Review Example

In the video below, we unpack an actual literature review so that you can see how all the core components come together in reality.

Let’s Recap

In this post, we’ve covered how to research and write up a high-quality literature review chapter. Let’s do a quick recap of the key takeaways:

• It is essential to understand the WHY of the literature review before you read or write anything. Make sure you understand the 4 core functions of the process.
• The first step is to hunt down the relevant literature . You can do this using Google Scholar, your university database, the snowballing technique and by reviewing other dissertations and theses.
• Next, you need to log all the articles in your reference manager , build your own catalogue of literature and synthesise all the research.
• Following that, you need to develop a detailed outline of your entire chapter – the more detail the better. Don’t start writing without a clear outline (on paper, not in your head!)
• Write up your first draft in rough form – don’t aim for perfection. Remember, done beats perfect.
• Refine your second draft and get a layman’s perspective on it . Then tighten it up and submit it to your supervisor.

Psst… there’s more!

This post is an extract from our bestselling short course, Literature Review Bootcamp . If you want to work smart, you don't want to miss this .

38 Comments

Thank you very much. This page is an eye opener and easy to comprehend.

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I wish I come across GradCoach earlier enough.

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Thank you for this good job.

Keep it up!

You’re welcome, Yinka. Thank you for the kind words. All the best writing your literature review.

Thank you for a very useful literature review session. Although I am doing most of the steps…it being my first masters an Mphil is a self study and one not sure you are on the right track. I have an amazing supervisor but one also knows they are super busy. So not wanting to bother on the minutae. Thank you.

You’re most welcome, Renee. Good luck with your literature review 🙂

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Thank you for this whole literature writing review.You have simplified the process.

I’m so glad I found GradCoach. Excellent information, Clear explanation, and Easy to follow, Many thanks Derek!

You’re welcome, Maithe. Good luck writing your literature review 🙂

Thank you Coach, you have greatly enriched and improved my knowledge

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This is THE BEST site for ANYONE doing a masters or doctorate! Thank you for the sound advice and templates. You rock!

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if anyone is to get a paper done on time and in the best way possible, GRADCOACH is certainly the go to area!

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Good morning scholar. I’m delighted coming to know you even before the commencement of my dissertation which hopefully is expected in not more than six months from now. I would love to engage my study under your guidance from the beginning to the end. I love to know how to do good job

Thank you so much Derek for such useful information on writing up a good literature review. I am at a stage where I need to start writing my one. My proposal was accepted late last year but I honestly did not know where to start

Like the name of your YouTube implies you are GRAD (great,resource person, about dissertation). In short you are smart enough in coaching research work.

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I appreciate.

Very comprehensive and eye opener for me as beginner in postgraduate study. Well explained and easy to understand. Appreciate and good reference in guiding me in my research journey. Thank you

Thank you. I requested to download the free literature review template, however, your website wouldn’t allow me to complete the request or complete a download. May I request that you email me the free template? Thank you.

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What is a literature review? [with examples]

What is a literature review?

The purpose of a literature review, how to write a literature review, the format of a literature review, general formatting rules, the length of a literature review, literature review examples, frequently asked questions about literature reviews, related articles.

A literature review is an assessment of the sources in a chosen topic of research.

In a literature review, you’re expected to report on the existing scholarly conversation, without adding new contributions.

If you are currently writing one, you've come to the right place. In the following paragraphs, we will explain:

• the objective of a literature review
• how to write a literature review
• the basic format of a literature review

Tip: It’s not always mandatory to add a literature review in a paper. Theses and dissertations often include them, whereas research papers may not. Make sure to consult with your instructor for exact requirements.

The four main objectives of a literature review are:

• Studying the references of your research area
• Summarizing the main arguments
• Identifying current gaps, stances, and issues
• Presenting all of the above in a text

Ultimately, the main goal of a literature review is to provide the researcher with sufficient knowledge about the topic in question so that they can eventually make an intervention.

The format of a literature review is fairly standard. It includes an:

• introduction that briefly introduces the main topic
• body that includes the main discussion of the key arguments
• conclusion that highlights the gaps and issues of the literature

➡️ Take a look at our guide on how to write a literature review to learn more about how to structure a literature review.

First of all, a literature review should have its own labeled section. You should indicate clearly in the table of contents where the literature can be found, and you should label this section as “Literature Review.”

➡️ For more information on writing a thesis, visit our guide on how to structure a thesis .

There is no set amount of words for a literature review, so the length depends on the research. If you are working with a large amount of sources, it will be long. If your paper does not depend entirely on references, it will be short.

Take a look at these three theses featuring great literature reviews:

• School-Based Speech-Language Pathologist's Perceptions of Sensory Food Aversions in Children [ PDF , see page 20]
• Who's Writing What We Read: Authorship in Criminological Research [ PDF , see page 4]
• A Phenomenological Study of the Lived Experience of Online Instructors of Theological Reflection at Christian Institutions Accredited by the Association of Theological Schools [ PDF , see page 56]

Literature reviews are most commonly found in theses and dissertations. However, you find them in research papers as well.

There is no set amount of words for a literature review, so the length depends on the research. If you are working with a large amount of sources, then it will be long. If your paper does not depend entirely on references, then it will be short.

No. A literature review should have its own independent section. You should indicate clearly in the table of contents where the literature review can be found, and label this section as “Literature Review.”

The main goal of a literature review is to provide the researcher with sufficient knowledge about the topic in question so that they can eventually make an intervention.

Literature Review

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How to Write a Literature Review for Research: Guide, Structure & Template Examples

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A literature review is a critical analysis of published research on a particular topic. It involves reviewing and analyzing a range of sources, such as academic articles, books, and reports. Students conduct a literature review before writing a research paper or dissertation to gain an understanding of the existing knowledge and recognize areas for further exploration.

Evaluating scholarly works is a crucial aspect of academic work because it establishes the foundation for an inquiry and uncovers new information or gaps in studies. Thus, it is essential to develop and structure it correctly.  In this guide you will find:

• A detailed definition
• Elements of a good literary review
• How to do a literature review
• Examples of literature review template.

Read on to explore the structure and straightforward steps for assessing existing sources on your topic.  In case you are looking for a quick solution, consider giving our literature review services a try. 

What Is a Literature Review: Definition

Before delving further, let’s first define what is a literature review in research. As a researcher, you might need to objectively synthesize, explore, and evaluate existing studies conducted by others. A literature review helps you identify gaps or areas that require further investigation. It boils down to analyzing and making sense of a massive body of knowledge. It is crucial to be critical during the entire process as it is the most effective approach to engaging with texts. You need to objectively identify their strengths and weaknesses, and convey your positive or negative views.   In other words, literature reviews are about deducing specific sources and comparing relevant studies to find similarities and differences. This process may reveal new perspectives or offer a thorough outline for further developments in a specific field. It can also inform readers about the relevance and validity of existing documents to the statement of the problem . You conduct a lit review to get an overview of concepts surrounding your subject, keep up to date with trends in your field, and enhance your credibility. Besides, it offers a solid background for a research paper , thesis or dissertation .

What Is the Purpose of a Literature Review?

A literature review must highlight your overall knowledge of a research subject and help you develop an argument, mostly by responding to a specific question. It is not just a summary of what you have read.  Commonly, the purpose of a literature review is to help you:

• Understand and convey the current state of literature on your research topic .
• Find adequate documents on your subject to form your perspective.
• Create a framework for your paper based on research goals.
• Identify gaps in studies and develop novel research questions .
• Select appropriate methods by locating tried and tested techniques.

Note that keeping all these points in mind is important to get the most from an evaluation process when conducting the review.

Types of Literature Reviews

There are various types of literature reviews, each with specific expectations in terms of depth, structure, length, and scope. Here are the main ones:

• Stand-alone literature review. This type involves a comprehensive analysis of prior research related to a specific question. Here, your task is to evaluate and compare existing studies, identify trends, and recognize gaps, weaknesses, and controversies in the field.
• Literature review for a journal article. In this case, the analysis of literature focuses on providing background information for an inquiry being conducted. It is usually placed in an introduction or combined with the discussion of results.
• Literature review assignment. Students may be assigned a selective project to familiarize themselves with a theme and studies in their field. The intention could also be to identify gaps in the current knowledge base to suggest new questions, develop a theoretical framework in research , or determine a suitable methodology for future exploration. This type deals with a small part of research on a subject and stands as a complete work.
• Research paper literature review. The main objective here is to facilitate scholars in gathering, condensing, synthesizing, and examining current research on a specific issue. This is particularly beneficial to academics who are investigating a new area of study or seeking guidance on topics that have not yet been thoroughly explored.
• Thesis or dissertation literature review. This is a separate chapter placed after the Ph.D. thesis introduction and before the dissertation methodology section. It helps the author understand what has already been studied and what gaps exist in the current knowledge. By analyzing the existing research, a researcher can identify opportunities for further investigation and ensure that their study is original and significant.

How Long Should a Literature Review Be?

If the instructions for a task do not specify the required length of the literature review, there are some guidelines to consider. In general, it would be enough to have 20-25% of the total size of your work as an analysis part. Typically, the analysis section of the review should constitute around 20-25% of the total length of the work. However, several factors, such as the project purpose, intended audience, type, and scope, may affect how long a literature review is. For example, a dissertation usually requires an extensive literature evaluation section. The best assessments, however, are usually not less than 2 pages long.  If you are uncertain about the appropriate length, refer to the table below for guidance. Literature Review Length in Different Projects

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Features of a Good Literature Review

Regardless of your work’s nature, composing a good literature review is a laborious process that many students rightfully find challenging. This is because you may need to go through numerous studies and identify gaps, recognize frameworks, cite sources, and ensure coherence. Therefore, to develop a decent piece it is essential to consider the characteristics described below. The best work:

• Is more than just a list of relevant studies: you should critically examine others’ ideas and assess how they are presented.
• Considers a variety of reliable and applicable sources: a scientific literature review should demonstrate that you are familiar with relevant readings on your topic. Thus, ensure you have covered important, broad, latest, and pertinent texts. Such an approach enhances the depth of your evaluation and highlights various viewpoints.
• Demonstrates an awareness of values and theories underpinning the work: in the first place, you must understand why exactly you are conducting the evaluation. If you don’t know the purpose and function of the process, you will not write effectively.
• Relates papers to each other by comparing and contrasting them: a literature review in research moves past simple descriptions of what others have written. Rather, it entails connecting, finding differences and similarities, and interpreting concepts.
• Offers personal reactions and opinions to manuscripts: after comparing, contrasting, and critiquing others’ works, you should present your own interpretation and analysis.
• Showcases research gaps that your study will deal with and help address.
• Applies appropriate linking/transition words such as “similarly”, “however”, “also”, “contend”, “conclude”, “argue”, and “assert”: this helps you group together related notions, highlight contrasting views, and introduce others’ opinions or texts while remaining objective throughout the analysis.

What to Include in a Literature Review?

At this point, you understand the definitions, purpose, and features of a literature review. Now you need to present information effectively. Like in any other formal paper, your work must have a basic structure comprising an introduction, body, and conclusion.  But what does it look like? The layout goes beyond these sections because you must also consider how your themes and arguments will be organized.  Here is a detailed description of the three main parts of a literature review:

• Introduction Your first section should be brief, direct, and focused. Explain the main themes or topics to be analyzed, the arguments you will present, and the underlying reasons for your claims.
• Body In this section, conduct a comprehensive evaluation of the selected sources and organize them using a specific approach, such as themes or topics. Make sure to present your arguments clearly, linking them to studies that support or contradict your assessment. Remember to include viewpoints that disagree with your position to strengthen your evaluation. Cite the works of various authors you are critically analyzing, and limit the use of direct quotes. Instead, paraphrase and include references.
• Conclusion Summarize your literature review by highlighting the conclusions drawn from your analysis. You can restate gaps in knowledge, explain how your study will address them, and recommend future research needed on the topic.

Look at the example of the literature review template below to learn more.

Read more: Literature Review Outline

How to Structure a Literature Review?

Once you are ready to begin writing a literature review, it is necessary to think about how you will organize information. This helps avoid the risk of your work turning into a loose sequence of summaries instead of a logical and integrated analysis.  A literature review structure should be chosen based on the style used in your body section. Here are the major approaches you can use:

• Thematic This approach involves organizing your analysis around themes, topics, or issues. It is particularly useful when focusing on a single overarching subject and enables you to highlight critical debates within sub-themes.
• Chronological Literature reviews using this format organize studies based on when they were published, typically moving from older to newer works to explore the topic's development over time. It is important to analyze sources by considering any debates and turning points that influenced the subject and offer your interpretation.
• Methodological This design focuses on the methods other researchers used. A review of literature using this layout considers the perspective from which a particular theme was examined or the procedures used to answer a specific question. It may use qualitative, quantitative, or other strategies within these two broad techniques.
• Theoretical A theoretical approach involves a systematic and critical examination of existing theories, models, and frameworks related to the research topic or question. This approach helps to establish the context, identify gaps, and provide a foundation for your own research.

How to Write a Literature Review?

If you are still wondering how to write a literature review for a research paper, thesis or dissertation, this guideline will help you get started. While you have learned about important elements such as structuring and organization, you may still need guidance on how to establish your foundation for creating your review.  The following sections provide easy-to-understand explanations on how to write a lit review. Below are 7 steps you must follow to develop a decent paper.

1. Select a Topic and Narrow It Down

As you begin reviewing literature, it is vital to get your focus correct. Depending on your field of study, the selected topic must be:

• Relevant and important Explore a crucial concern in your field so that people will be interested in your work and you will have sufficient material to base your project on.
• Interesting This is essential because learning how to write a good literature review starts with being inquisitive since you can’t investigate something that doesn’t arouse your curiosity.
• Well defined this helps you include only relevant publications to make your paper helpful.
• Narrow Your theme must be specific yet researched enough to allow for an in-depth analysis. Broad issues usually necessitate a large number of studies, which will be impossible to explore meaningfully.

2. Search for Pertinent Literature

After having selected a topic for your research literature review, you need to search for studies. As you do this research, you'll want to take note of the keywords and phrases that appear frequently in the articles. These keywords can be used to create a list of search terms that you'll use to find additional articles on your topic. To ensure that your search terms are effective, you should try to identify the most important keywords and phrases related to your topic. These might be the names of key researchers, conceptual frameworks , theories, or techniques related to your topic. Consider the headings that the documents have been tagged with and words occurring in abstracts and titles. You can then organize your phrases into blocks based on the main ideas. Once you have identified the relevant keywords for your scientific literature review, it's time to search for articles. To do this, you'll need to choose at least two credible databases to search for good articles. Popular options include:

• Google Scholar

But there may be other databases that are more appropriate for your specific topic. When searching across different databases, it's important to use a uniform search strategy. This means combining your search terms using " OR " and " AND " to create a block of related terms. You can then type this block into the basic search box or use the advanced search feature, enclosing the terms in parentheses. This makes it easier to find specific articles. For example, consider these keywords:

Crohn’s disease, ulcerative colitis, adolescents, young adults, and management. The search term block would be “(Crohn’s disease OR ulcerative colitis) AND (young adults OR adolescent) AND management”.

Since the generated results may contain irrelevant or unreliable sources, ensure that you select only dependable ones. This is a key skill to develop when conducting a literature review because it allows you to choose the best articles to support your arguments.

3. Analyze and Choose Relevant Sources

After completing your search for articles and selecting databases, it's time to review the sources and choose which ones to include in your lit review. Focus on studies that are relevant to your topic and meet any other inclusion criteria.  To determine whether an article is relevant to your project, you'll need to read it carefully and grasp the arguments presented. Take notes as you read, recording interesting facts, main points, and any thoughts you have about the article. This will help you remember which author made which arguments, your impressions of the article, and any relationships you identified between different sources. As you read, try to answer these questions:

• What is the main argument of the article?
• How does the author support their argument?
• What is the research question or objective of the study?
• What research methods were used, and were they appropriate for the research question?
• What were the main findings or results of the study?
• Were the results statistically significant, and were the conclusions supported by the data?
• Are there any limitations or weaknesses to the study that should be considered?
• Are the authors qualified to conduct this research?
• Are there any conflicts of interest or biases that may affect the study's findings?
• Is the article well-written and easy to understand?
• Are the sources cited in the article reliable and relevant to the topic?

Remember that you can only start to write your literature review after going through all your manuscripts. Therefore, creating a rough draft is essential as this gives you a general idea of the volume of available material available. While conducting a literature review, you must examine the quality of all sources critically. This typically entails using a checklist or table to evaluate aspects such as methods, results, and presentation. An example of a template to assess sources for a literature review is provided below. It contains questions and criteria that assist in locating bias, errors, or flaws. Template for Literature Evaluation

4. Group the Sources by Categories

To write a review of literature, you need to sort your sources. After reading and evaluating your articles, you should have a general idea of the main achievements, major debates, themes, trends, and outstanding issues/questions. The next step is to organize your sources into logical categories. Good research literature reviews are systematic and consistent. You may choose to arrange your sources by topic, research methodology , geographic location, or other relevant criteria. It's also helpful to use subheadings within each category to further organize your sources. As you group your sources, be sure to consider how they relate to one another and to the overall research question or topic. You may find that certain sources address multiple themes or issues. In this case you'll need to decide which category is the most appropriate for each source. Remember that the purpose of organizing your sources is to provide a clear and coherent structure for your literature review. By grouping your sources into logical categories, you make it easier for your readers to follow your arguments and understand the connections between different sources. Here is an example of how to group sources by categories.

5. Build Connection Between Your Ideas and the Literature

To complete this step of the literature review, you need to connect your research, arguments, or ideas to the texts you've gathered. Begin by using your research question to identify connections between your sources and insights into your findings. Match your key concepts with the central points in each article to establish associations between topics. Be aware that you may see differences or contradictions between readings. To ensure that you're ready to write your literature review, use your key concepts as headings in your notes to easily locate articles that address specific themes. Observe and make explicit the relationships that emerge between your arguments and the manuscripts. These connections will be useful when structuring your work and selecting the papers to include in your project.

6. Write a Literature Review

At this point, you can start a literature review because you have already synthesized relevant works in your mind and recorded the details. With that information in mind, it is time to begin composing the actual analysis and thoroughly creating each of the components of a literature review.  Initiate the process by highlighting your topic and your overall argument or view.  Just like any other academic essay , your project must be well-structured and contain an introduction, main part, and conclusion. Consider the following explanations on how to write a literature review for a dissertation, thesis, or research paper.

Literature Review Introduction

The introduction section should provide the necessary background information and clarify the purpose of your analysis.  Begin by broadly announcing the topic and providing contextual details of major concepts and terms, such as what is already known about the subject and how the field has developed. Next, provide specific and relevant information about the issue and explain why it is important or why readers should engage with your work. Finally, describe the organization, scope, and aim or highlight the key points that will be discussed. Look at the following example to see how you can write an introduction for a literature review. Literature Review Introduction Example

The concentration of carbon emissions has been increasing throughout the years. The amount was 290 ppm before the industrial revolution but rose to 450 ppm afterward (Block, 2019, Wbeltz, 2020). These changes will affect the global climate significantly by influencing mean temperatures and precipitation levels. In turn, this will put pressure on global agricultural production and affect the growth speed, crop quality, and yield of staple foods like wheat (Wbeltz, 2020). Since over 90% of people worldwide depend on this crop, it must survive any climate changes. Thus, the purpose of this review is to evaluate how carbon emissions will affect global wheat production and identify any mitigation measures. The paper will explore wheat growth, yield, and quality in the face of elevated carbon levels.

Lit Review Body

The body section of your literature review is where you analyze relevant studies related to your topic. It is essential to organize your analysis coherently and logically.  Identify important sub-topics and structuring them to support your arguments. Using subheadings under major themes can help to order and focus your work effectively.  While writing the body of your literature review, you should critically examine texts.  This involves recognizing gaps, points of agreement or disagreement, and key subjects.  You can structure this section chronologically, thematically, theoretically, or methodologically, depending on your research question and the nature of your sources. Remember to use reliable and accurate references to support your arguments. Consider this example: Example of a Literature Review Paper Body Section

Various studies show that elevated carbon emissions result in increased crop growth. Adams (2018) attributes this to improved photosynthesis in leaves when exposed to high carbon levels in the air. Other studies argue that carbon enriches crops, accelerates and amplifies their productivity, and causes improved growth (Hog, 2020). In an experimental study, Li (2019) compared crop growth under high carbon conditions and found that a 500 ppm level enhances growth by nearly 8%. Nevertheless, high carbon levels also result in other effects such as high temperatures (Daley, 2019). In turn, this leads to short growth periods or cycles. Thus, an increase in temperature while accelerating the time for growth adversely affects crop quality (Adams, 2020).

Literature Review Conclusion

The concluding section of a literature review should show how you addressed the topic or achieved your purpose. You should then mention the major arguments you examined before identifying their implications in the broader field. Remember to recommend any applicable future research. Also, keep in mind these things when writing your literature review conclusion:

• Avoid in-text citations.
• Do not include new information.
• Highlight main ideas raised in the body paragraphs.
• Give your general view of the studies and explain your conclusions and underlying reasons.

Here is a sample literature review conclusion. Literature Review Conclusion Example

The review aimed to explore the effect of elevated carbon levels on global wheat production. Assessments of effects on the crop’s growth, yield, and quality were conducted to understand how changes in climate due to increasing carbon emissions will affect global agriculture. Findings demonstrate a definite impact of these changes on the aforementioned aspects. In particular, elevated carbon levels lead to enhanced growth, shorter growth cycle, and low and poor quality yields. It is suggested that future studies should further explore the role of other factors such as soil health and fertilizer use in explaining these effects because modern agricultural techniques are considered to harm soil quality.

7. Proofread and Revise Your Review of Literature

Once you are done with reviewing your literature, give yourself some time off and then come back to edit it. Attend to its narrative and flow by ensuring that all parts fit together and transition smoothly from one paragraph to another. Improve any poor connections, revise to enhance clarity, or re-write sentences to eradicate construction mistakes. You can then give your scientific literature review to a colleague or friend, who is not an expert in the field, and ask their opinion about the message of your overall paper. Also, seek responses from your supervisor if possible. Use any feedback you get to better your project further. At this point, you understand how to do a lit review. Additional tips are provided below.

Literature Review Format

Besides following the aforementioned steps, you must also consider how to format a literature review. Be sure to check with your institution or target journal about style guidelines and the specific rules of your work’s layout.  Each style has instructions regarding the major sections, in-text citations, and a literature reference page.  For example, an APA paper format is based on an “author-date” approach, in which the author’s name and publication year are cited inside the document. A reference list is included on your paper’s last page. APA literature review format is dominant in the sciences, psychology, and education fields.  In contrast, an MLA format paper follows a “researcher-page number” style accompanied by works cited page, which is common in the humanities.  A Chicago style paper requires footnotes or endnotes with a bibliography section for all sources. It is mostly used in fine arts, history, and business disciplines.

Literature Review Examples

At this point, you are ready to start writing your review. Before proceeding, it is advisable to consider an example of literature review in a research paper, thesis or dissertation in your field. Thoroughly read the samples you find to get familiar with aspects such as organization, argument presentation, and referencing sources correctly. This is an effective way of learning ways of framing and structuring your work. Additionally, going through how to write a literature review example helps you understand what is expected in this task. Also, when reading these samples, pay attention to the academic language used. Look at the following free examples: Literature review example (APA 7th Edition)

Literature review for research paper example

Thesis/dissertation literature review example

Tips on Writing a Literature Review in Research

Now that you have a well-rounded idea about how to write a literature review, read the recommendation described here as they remind you of essential points. Before proceeding, remember that you should include sources that are associated with your work directly. This helps you avoid frustrating and distracting readers or making them lose sight of your purpose. Also, once you start writing your review, stick to the previously created outline and keep these tips in mind:

• Analyze Do not just list studies, rather, examine them critically to find similarities, differences, relationships, or contradictions.
• Time management Take your time to select a topic, gather literature, evaluate, read, and write. The last part should take about half of your time, while the remainder is for the other tasks.
• Revise Anticipate revising countless times before delivering a final version.
• Presentation A literature review in a research paper, thesis or dissertation must be specific and provide concrete examples. For example, rather than “this” use “this result”. First-person references should be avoided because they signal unsupported arguments. Everything written should have a reason. Also, use short paragraphs as they are easier to read. Additionally, structure your work with headings, subheadings, and subsections to make it flow.
• Paraphrase Avoid relying too much on quoting directly from sources or one researcher. Rather, paraphrase and compare authors between themselves and with your ideas.
• References Give credit to every outside idea or language by citing their work in your paper.

Literature Review Checklist

Now that you are through with composing your literature review, it is essential to be sure that your work is ready for delivery or publication. Therefore, you must take your time and reflect on the following questions to ensure that every section is covered thoroughly. Consider this final checklist:

Final Thoughts on Writing a Scientific Literature Review

We have provided you with all the necessary information on how to write a review of literature. Follow our step-by-step guide to identify the right keywords, evaluate sources, and select credible and relevant articles. Make sure to structure your writing clearly and logically using the key components of a literature review that we have outlined for you.  To help you further, we have included examples of literature reviews for you to check. With these simplified requirements, you are ready to start practicing and creating your own literature reviews. Remember, practice is essential to mastering this type of writing, so keep it up!

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FAQ About Literature Reviews

1. what is a literature review in a research paper.

The literature review of a research paper is a type of academic essay that analyzes and evaluates previous or existing studies on a topic. It aims to survey readings, synthesize, and digest the obtained information. It also critically explores the data by identifying gaps in knowledge, demonstrating limitations in manuscripts, examining contradictions, and determining areas for additional research. The final piece is presented logically.

2. Where does a literature review go in a research paper?

A literature review generally comes after an introduction and before the methodology chapter of dissertations. Here, it is used to analyze relevant scholarship about a topic, ground your research paper in a specific field, and inform your data collection methods and analysis procedures.

3. How to start a literature review?

Start a literature review by describing the background of what you will analyze in your body paragraphs. There is no need to be comprehensive here. Rather, show that you clearly understand your paper’s scope. In particular, begin by conveying the established ideas and knowledge on the subject being explored to your audience.

4. What is the difference between a literature review and an annotated bibliography?

The main difference between the two is that literature reviews focus on providing an overview and analysis of existing research on a particular theme. They aim to identify the strengths and weaknesses of arguments and draw conclusions. In contrast, the purpose of an annotated bibliography is to collect sources for a specific project and offer summaries of what they are about.

5. What is the importance of a literature review?

A literature review is important because:

• It establishes a rapport with your readers They will trust you because you have examined and analyzed facts appropriately.
• Helps researchers deliver original work The entire process of conducting the assessment assists you to evade repeating something done by someone else.
• It improves your research focus Synthesizing and analyzing studies can guide and shape your investigation in new directions by providing novel insights and views on a theme.

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Home » Literature Review – Types Writing Guide and Examples

Literature Review – Types Writing Guide and Examples

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Literature Review

Definition:

A literature review is a comprehensive and critical analysis of the existing literature on a particular topic or research question. It involves identifying, evaluating, and synthesizing relevant literature, including scholarly articles, books, and other sources, to provide a summary and critical assessment of what is known about the topic.

Types of Literature Review

Types of Literature Review are as follows:

• Narrative literature review : This type of review involves a comprehensive summary and critical analysis of the available literature on a particular topic or research question. It is often used as an introductory section of a research paper.
• Systematic literature review: This is a rigorous and structured review that follows a pre-defined protocol to identify, evaluate, and synthesize all relevant studies on a specific research question. It is often used in evidence-based practice and systematic reviews.
• Meta-analysis: This is a quantitative review that uses statistical methods to combine data from multiple studies to derive a summary effect size. It provides a more precise estimate of the overall effect than any individual study.
• Scoping review: This is a preliminary review that aims to map the existing literature on a broad topic area to identify research gaps and areas for further investigation.
• Critical literature review : This type of review evaluates the strengths and weaknesses of the existing literature on a particular topic or research question. It aims to provide a critical analysis of the literature and identify areas where further research is needed.
• Conceptual literature review: This review synthesizes and integrates theories and concepts from multiple sources to provide a new perspective on a particular topic. It aims to provide a theoretical framework for understanding a particular research question.
• Rapid literature review: This is a quick review that provides a snapshot of the current state of knowledge on a specific research question or topic. It is often used when time and resources are limited.
• Thematic literature review : This review identifies and analyzes common themes and patterns across a body of literature on a particular topic. It aims to provide a comprehensive overview of the literature and identify key themes and concepts.
• Realist literature review: This review is often used in social science research and aims to identify how and why certain interventions work in certain contexts. It takes into account the context and complexities of real-world situations.
• State-of-the-art literature review : This type of review provides an overview of the current state of knowledge in a particular field, highlighting the most recent and relevant research. It is often used in fields where knowledge is rapidly evolving, such as technology or medicine.
• Integrative literature review: This type of review synthesizes and integrates findings from multiple studies on a particular topic to identify patterns, themes, and gaps in the literature. It aims to provide a comprehensive understanding of the current state of knowledge on a particular topic.
• Umbrella literature review : This review is used to provide a broad overview of a large and diverse body of literature on a particular topic. It aims to identify common themes and patterns across different areas of research.
• Historical literature review: This type of review examines the historical development of research on a particular topic or research question. It aims to provide a historical context for understanding the current state of knowledge on a particular topic.
• Problem-oriented literature review : This review focuses on a specific problem or issue and examines the literature to identify potential solutions or interventions. It aims to provide practical recommendations for addressing a particular problem or issue.
• Mixed-methods literature review : This type of review combines quantitative and qualitative methods to synthesize and analyze the available literature on a particular topic. It aims to provide a more comprehensive understanding of the research question by combining different types of evidence.

Parts of Literature Review

Parts of a literature review are as follows:

Introduction

The introduction of a literature review typically provides background information on the research topic and why it is important. It outlines the objectives of the review, the research question or hypothesis, and the scope of the review.

Literature Search

This section outlines the search strategy and databases used to identify relevant literature. The search terms used, inclusion and exclusion criteria, and any limitations of the search are described.

Literature Analysis

The literature analysis is the main body of the literature review. This section summarizes and synthesizes the literature that is relevant to the research question or hypothesis. The review should be organized thematically, chronologically, or by methodology, depending on the research objectives.

Critical Evaluation

Critical evaluation involves assessing the quality and validity of the literature. This includes evaluating the reliability and validity of the studies reviewed, the methodology used, and the strength of the evidence.

The conclusion of the literature review should summarize the main findings, identify any gaps in the literature, and suggest areas for future research. It should also reiterate the importance of the research question or hypothesis and the contribution of the literature review to the overall research project.

The references list includes all the sources cited in the literature review, and follows a specific referencing style (e.g., APA, MLA, Harvard).

How to write Literature Review

Here are some steps to follow when writing a literature review:

• Define your research question or topic : Before starting your literature review, it is essential to define your research question or topic. This will help you identify relevant literature and determine the scope of your review.
• Conduct a comprehensive search: Use databases and search engines to find relevant literature. Look for peer-reviewed articles, books, and other academic sources that are relevant to your research question or topic.
• Evaluate the sources: Once you have found potential sources, evaluate them critically to determine their relevance, credibility, and quality. Look for recent publications, reputable authors, and reliable sources of data and evidence.
• Organize your sources: Group the sources by theme, method, or research question. This will help you identify similarities and differences among the literature, and provide a structure for your literature review.
• Analyze and synthesize the literature : Analyze each source in depth, identifying the key findings, methodologies, and conclusions. Then, synthesize the information from the sources, identifying patterns and themes in the literature.
• Write the literature review : Start with an introduction that provides an overview of the topic and the purpose of the literature review. Then, organize the literature according to your chosen structure, and analyze and synthesize the sources. Finally, provide a conclusion that summarizes the key findings of the literature review, identifies gaps in knowledge, and suggests areas for future research.
• Edit and proofread: Once you have written your literature review, edit and proofread it carefully to ensure that it is well-organized, clear, and concise.

Examples of Literature Review

Here’s an example of how a literature review can be conducted for a thesis on the topic of “ The Impact of Social Media on Teenagers’ Mental Health”:

• Start by identifying the key terms related to your research topic. In this case, the key terms are “social media,” “teenagers,” and “mental health.”
• Use academic databases like Google Scholar, JSTOR, or PubMed to search for relevant articles, books, and other publications. Use these keywords in your search to narrow down your results.
• Evaluate the sources you find to determine if they are relevant to your research question. You may want to consider the publication date, author’s credentials, and the journal or book publisher.
• Begin reading and taking notes on each source, paying attention to key findings, methodologies used, and any gaps in the research.
• Organize your findings into themes or categories. For example, you might categorize your sources into those that examine the impact of social media on self-esteem, those that explore the effects of cyberbullying, and those that investigate the relationship between social media use and depression.
• Synthesize your findings by summarizing the key themes and highlighting any gaps or inconsistencies in the research. Identify areas where further research is needed.
• Use your literature review to inform your research questions and hypotheses for your thesis.

For example, after conducting a literature review on the impact of social media on teenagers’ mental health, a thesis might look like this:

“Using a mixed-methods approach, this study aims to investigate the relationship between social media use and mental health outcomes in teenagers. Specifically, the study will examine the effects of cyberbullying, social comparison, and excessive social media use on self-esteem, anxiety, and depression. Through an analysis of survey data and qualitative interviews with teenagers, the study will provide insight into the complex relationship between social media use and mental health outcomes, and identify strategies for promoting positive mental health outcomes in young people.”

Reference: Smith, J., Jones, M., & Lee, S. (2019). The effects of social media use on adolescent mental health: A systematic review. Journal of Adolescent Health, 65(2), 154-165. doi:10.1016/j.jadohealth.2019.03.024

Reference Example: Author, A. A., Author, B. B., & Author, C. C. (Year). Title of article. Title of Journal, volume number(issue number), page range. doi:0000000/000000000000 or URL

Applications of Literature Review

some applications of literature review in different fields:

• Social Sciences: In social sciences, literature reviews are used to identify gaps in existing research, to develop research questions, and to provide a theoretical framework for research. Literature reviews are commonly used in fields such as sociology, psychology, anthropology, and political science.
• Natural Sciences: In natural sciences, literature reviews are used to summarize and evaluate the current state of knowledge in a particular field or subfield. Literature reviews can help researchers identify areas where more research is needed and provide insights into the latest developments in a particular field. Fields such as biology, chemistry, and physics commonly use literature reviews.
• Health Sciences: In health sciences, literature reviews are used to evaluate the effectiveness of treatments, identify best practices, and determine areas where more research is needed. Literature reviews are commonly used in fields such as medicine, nursing, and public health.
• Humanities: In humanities, literature reviews are used to identify gaps in existing knowledge, develop new interpretations of texts or cultural artifacts, and provide a theoretical framework for research. Literature reviews are commonly used in fields such as history, literary studies, and philosophy.

Role of Literature Review in Research

Here are some applications of literature review in research:

• Identifying Research Gaps : Literature review helps researchers identify gaps in existing research and literature related to their research question. This allows them to develop new research questions and hypotheses to fill those gaps.
• Developing Theoretical Framework: Literature review helps researchers develop a theoretical framework for their research. By analyzing and synthesizing existing literature, researchers can identify the key concepts, theories, and models that are relevant to their research.
• Selecting Research Methods : Literature review helps researchers select appropriate research methods and techniques based on previous research. It also helps researchers to identify potential biases or limitations of certain methods and techniques.
• Data Collection and Analysis: Literature review helps researchers in data collection and analysis by providing a foundation for the development of data collection instruments and methods. It also helps researchers to identify relevant data sources and identify potential data analysis techniques.
• Communicating Results: Literature review helps researchers to communicate their results effectively by providing a context for their research. It also helps to justify the significance of their findings in relation to existing research and literature.

Purpose of Literature Review

Some of the specific purposes of a literature review are as follows:

• To provide context: A literature review helps to provide context for your research by situating it within the broader body of literature on the topic.
• To identify gaps and inconsistencies: A literature review helps to identify areas where further research is needed or where there are inconsistencies in the existing literature.
• To synthesize information: A literature review helps to synthesize the information from multiple sources and present a coherent and comprehensive picture of the current state of knowledge on the topic.
• To identify key concepts and theories : A literature review helps to identify key concepts and theories that are relevant to your research question and provide a theoretical framework for your study.
• To inform research design: A literature review can inform the design of your research study by identifying appropriate research methods, data sources, and research questions.

Characteristics of Literature Review

Some Characteristics of Literature Review are as follows:

• Identifying gaps in knowledge: A literature review helps to identify gaps in the existing knowledge and research on a specific topic or research question. By analyzing and synthesizing the literature, you can identify areas where further research is needed and where new insights can be gained.
• Establishing the significance of your research: A literature review helps to establish the significance of your own research by placing it in the context of existing research. By demonstrating the relevance of your research to the existing literature, you can establish its importance and value.
• Informing research design and methodology : A literature review helps to inform research design and methodology by identifying the most appropriate research methods, techniques, and instruments. By reviewing the literature, you can identify the strengths and limitations of different research methods and techniques, and select the most appropriate ones for your own research.
• Supporting arguments and claims: A literature review provides evidence to support arguments and claims made in academic writing. By citing and analyzing the literature, you can provide a solid foundation for your own arguments and claims.
• I dentifying potential collaborators and mentors: A literature review can help identify potential collaborators and mentors by identifying researchers and practitioners who are working on related topics or using similar methods. By building relationships with these individuals, you can gain valuable insights and support for your own research and practice.
• Keeping up-to-date with the latest research : A literature review helps to keep you up-to-date with the latest research on a specific topic or research question. By regularly reviewing the literature, you can stay informed about the latest findings and developments in your field.

Advantages of Literature Review

There are several advantages to conducting a literature review as part of a research project, including:

• Establishing the significance of the research : A literature review helps to establish the significance of the research by demonstrating the gap or problem in the existing literature that the study aims to address.
• Identifying key concepts and theories: A literature review can help to identify key concepts and theories that are relevant to the research question, and provide a theoretical framework for the study.
• Supporting the research methodology : A literature review can inform the research methodology by identifying appropriate research methods, data sources, and research questions.
• Providing a comprehensive overview of the literature : A literature review provides a comprehensive overview of the current state of knowledge on a topic, allowing the researcher to identify key themes, debates, and areas of agreement or disagreement.
• Identifying potential research questions: A literature review can help to identify potential research questions and areas for further investigation.
• Avoiding duplication of research: A literature review can help to avoid duplication of research by identifying what has already been done on a topic, and what remains to be done.
• Enhancing the credibility of the research : A literature review helps to enhance the credibility of the research by demonstrating the researcher’s knowledge of the existing literature and their ability to situate their research within a broader context.

Limitations of Literature Review

Limitations of Literature Review are as follows:

• Limited scope : Literature reviews can only cover the existing literature on a particular topic, which may be limited in scope or depth.
• Publication bias : Literature reviews may be influenced by publication bias, which occurs when researchers are more likely to publish positive results than negative ones. This can lead to an incomplete or biased picture of the literature.
• Quality of sources : The quality of the literature reviewed can vary widely, and not all sources may be reliable or valid.
• Time-limited: Literature reviews can become quickly outdated as new research is published, making it difficult to keep up with the latest developments in a field.
• Subjective interpretation : Literature reviews can be subjective, and the interpretation of the findings can vary depending on the researcher’s perspective or bias.
• Lack of original data : Literature reviews do not generate new data, but rather rely on the analysis of existing studies.
• Risk of plagiarism: It is important to ensure that literature reviews do not inadvertently contain plagiarism, which can occur when researchers use the work of others without proper attribution.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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• CAREER FEATURE
• 04 December 2020
• Correction 09 December 2020

How to write a superb literature review

Andy Tay is a freelance writer based in Singapore.

You can also search for this author in PubMed   Google Scholar

Credit: Getty

Literature reviews are important resources for scientists. They provide historical context for a field while offering opinions on its future trajectory. Creating them can provide inspiration for one’s own research, as well as some practice in writing. But few scientists are trained in how to write a review — or in what constitutes an excellent one. Even picking the appropriate software to use can be an involved decision (see ‘Tools and techniques’). So Nature asked editors and working scientists with well-cited reviews for their tips.

WENTING ZHAO: Be focused and avoid jargon

Assistant professor of chemical and biomedical engineering, Nanyang Technological University, Singapore.

When I was a research student, review writing improved my understanding of the history of my field. I also learnt about unmet challenges in the field that triggered ideas.

For example, while writing my first review 1 as a PhD student, I was frustrated by how poorly we understood how cells actively sense, interact with and adapt to nanoparticles used in drug delivery. This experience motivated me to study how the surface properties of nanoparticles can be modified to enhance biological sensing. When I transitioned to my postdoctoral research, this question led me to discover the role of cell-membrane curvature, which led to publications and my current research focus. I wouldn’t have started in this area without writing that review.

Collection: Careers toolkit

A common problem for students writing their first reviews is being overly ambitious. When I wrote mine, I imagined producing a comprehensive summary of every single type of nanomaterial used in biological applications. It ended up becoming a colossal piece of work, with too many papers discussed and without a clear way to categorize them. We published the work in the end, but decided to limit the discussion strictly to nanoparticles for biological sensing, rather than covering how different nanomaterials are used in biology.

My advice to students is to accept that a review is unlike a textbook: it should offer a more focused discussion, and it’s OK to skip some topics so that you do not distract your readers. Students should also consider editorial deadlines, especially for invited reviews: make sure that the review’s scope is not so extensive that it delays the writing.

A good review should also avoid jargon and explain the basic concepts for someone who is new to the field. Although I trained as an engineer, I’m interested in biology, and my research is about developing nanomaterials to manipulate proteins at the cell membrane and how this can affect ageing and cancer. As an ‘outsider’, the reviews that I find most useful for these biological topics are those that speak to me in accessible scientific language.

Bozhi Tian likes to get a variety of perspectives into a review. Credit: Aleksander Prominski

BOZHI TIAN: Have a process and develop your style

Associate professor of chemistry, University of Chicago, Illinois.

In my lab, we start by asking: what is the purpose of this review? My reasons for writing one can include the chance to contribute insights to the scientific community and identify opportunities for my research. I also see review writing as a way to train early-career researchers in soft skills such as project management and leadership. This is especially true for lead authors, because they will learn to work with their co-authors to integrate the various sections into a piece with smooth transitions and no overlaps.

After we have identified the need and purpose of a review article, I will form a team from the researchers in my lab. I try to include students with different areas of expertise, because it is useful to get a variety of perspectives. For example, in the review ‘An atlas of nano-enabled neural interfaces’ 2 , we had authors with backgrounds in biophysics, neuroengineering, neurobiology and materials sciences focusing on different sections of the review.

After this, I will discuss an outline with my team. We go through multiple iterations to make sure that we have scanned the literature sufficiently and do not repeat discussions that have appeared in other reviews. It is also important that the outline is not decided by me alone: students often have fresh ideas that they can bring to the table. Once this is done, we proceed with the writing.

I often remind my students to imagine themselves as ‘artists of science’ and encourage them to develop how they write and present information. Adding more words isn’t always the best way: for example, I enjoy using tables to summarize research progress and suggest future research trajectories. I’ve also considered including short videos in our review papers to highlight key aspects of the work. I think this can increase readership and accessibility because these videos can be easily shared on social-media platforms.

ANKITA ANIRBAN: Timeliness and figures make a huge difference

Editor, Nature Reviews Physics .

One of my roles as a journal editor is to evaluate proposals for reviews. The best proposals are timely and clearly explain why readers should pay attention to the proposed topic.

It is not enough for a review to be a summary of the latest growth in the literature: the most interesting reviews instead provide a discussion about disagreements in the field.

Careers Collection: Publishing

Scientists often centre the story of their primary research papers around their figures — but when it comes to reviews, figures often take a secondary role. In my opinion, review figures are more important than most people think. One of my favourite review-style articles 3 presents a plot bringing together data from multiple research papers (many of which directly contradict each other). This is then used to identify broad trends and suggest underlying mechanisms that could explain all of the different conclusions.

An important role of a review article is to introduce researchers to a field. For this, schematic figures can be useful to illustrate the science being discussed, in much the same way as the first slide of a talk should. That is why, at Nature Reviews, we have in-house illustrators to assist authors. However, simplicity is key, and even without support from professional illustrators, researchers can still make use of many free drawing tools to enhance the value of their review figures.

Yoojin Choi recommends that researchers be open to critiques when writing reviews. Credit: Yoojin Choi

YOOJIN CHOI: Stay updated and be open to suggestions

Research assistant professor, Korea Advanced Institute of Science and Technology, Daejeon.

I started writing the review ‘Biosynthesis of inorganic nanomaterials using microbial cells and bacteriophages’ 4 as a PhD student in 2018. It took me one year to write the first draft because I was working on the review alongside my PhD research and mostly on my own, with support from my adviser. It took a further year to complete the processes of peer review, revision and publication. During this time, many new papers and even competing reviews were published. To provide the most up-to-date and original review, I had to stay abreast of the literature. In my case, I made use of Google Scholar, which I set to send me daily updates of relevant literature based on key words.

Through my review-writing process, I also learnt to be more open to critiques to enhance the value and increase the readership of my work. Initially, my review was focused only on using microbial cells such as bacteria to produce nanomaterials, which was the subject of my PhD research. Bacteria such as these are known as biofactories: that is, organisms that produce biological material which can be modified to produce useful materials, such as magnetic nanoparticles for drug-delivery purposes.

Synchronized editing: the future of collaborative writing

However, when the first peer-review report came back, all three reviewers suggested expanding the review to cover another type of biofactory: bacteriophages. These are essentially viruses that infect bacteria, and they can also produce nanomaterials.

The feedback eventually led me to include a discussion of the differences between the various biofactories (bacteriophages, bacteria, fungi and microalgae) and their advantages and disadvantages. This turned out to be a great addition because it made the review more comprehensive.

Writing the review also led me to an idea about using nanomaterial-modified microorganisms to produce chemicals, which I’m still researching now.

PAULA MARTIN-GONZALEZ: Make good use of technology

PhD student, University of Cambridge, UK.

Just before the coronavirus lockdown, my PhD adviser and I decided to write a literature review discussing the integration of medical imaging with genomics to improve ovarian cancer management.

As I was researching the review, I noticed a trend in which some papers were consistently being cited by many other papers in the field. It was clear to me that those papers must be important, but as a new member of the field of integrated cancer biology, it was difficult to immediately find and read all of these ‘seminal papers’.

That was when I decided to code a small application to make my literature research more efficient. Using my code, users can enter a query, such as ‘ovarian cancer, computer tomography, radiomics’, and the application searches for all relevant literature archived in databases such as PubMed that feature these key words.

The code then identifies the relevant papers and creates a citation graph of all the references cited in the results of the search. The software highlights papers that have many citation relationships with other papers in the search, and could therefore be called seminal papers.

My code has substantially improved how I organize papers and has informed me of key publications and discoveries in my research field: something that would have taken more time and experience in the field otherwise. After I shared my code on GitHub, I received feedback that it can be daunting for researchers who are not used to coding. Consequently, I am hoping to build a more user-friendly interface in a form of a web page, akin to PubMed or Google Scholar, where users can simply input their queries to generate citation graphs.

Tools and techniques

Most reference managers on the market offer similar capabilities when it comes to providing a Microsoft Word plug-in and producing different citation styles. But depending on your working preferences, some might be more suitable than others.

Reference managers

Here is a comparison of the more popular collaborative writing tools, but there are other options, including Fidus Writer, Manuscript.io, Authorea and Stencila.

Collaborative writing tools

*Markdown and LaTex are code-based formatting languages favoured by physicists, mathematicians and computer scientists who code on a regular basis, and less popular in other disciplines such as biology and chemistry.

doi: https://doi.org/10.1038/d41586-020-03422-x

Interviews have been edited for length and clarity.

Updates & Corrections

Correction 09 December 2020 : An earlier version of the tables in this article included some incorrect details about the programs Zotero, Endnote and Manubot. These have now been corrected.

Hsing, I.-M., Xu, Y. & Zhao, W. Electroanalysis 19 , 755–768 (2007).

Article   Google Scholar  

Ledesma, H. A. et al. Nature Nanotechnol. 14 , 645–657 (2019).

Article   PubMed   Google Scholar  

Brahlek, M., Koirala, N., Bansal, N. & Oh, S. Solid State Commun. 215–216 , 54–62 (2015).

Choi, Y. & Lee, S. Y. Nature Rev. Chem . https://doi.org/10.1038/s41570-020-00221-w (2020).

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Writing Research Papers

• Writing a Literature Review

When writing a research paper on a specific topic, you will often need to include an overview of any prior research that has been conducted on that topic.  For example, if your research paper is describing an experiment on fear conditioning, then you will probably need to provide an overview of prior research on fear conditioning.  That overview is typically known as a literature review.  

Please note that a full-length literature review article may be suitable for fulfilling the requirements for the Psychology B.S. Degree Research Paper .  For further details, please check with your faculty advisor.

Different Types of Literature Reviews

Literature reviews come in many forms.  They can be part of a research paper, for example as part of the Introduction section.  They can be one chapter of a doctoral dissertation.  Literature reviews can also “stand alone” as separate articles by themselves.  For instance, some journals such as Annual Review of Psychology , Psychological Bulletin , and others typically publish full-length review articles.  Similarly, in courses at UCSD, you may be asked to write a research paper that is itself a literature review (such as, with an instructor’s permission, in fulfillment of the B.S. Degree Research Paper requirement). Alternatively, you may be expected to include a literature review as part of a larger research paper (such as part of an Honors Thesis). 

Literature reviews can be written using a variety of different styles.  These may differ in the way prior research is reviewed as well as the way in which the literature review is organized.  Examples of stylistic variations in literature reviews include: 

• Summarization of prior work vs. critical evaluation. In some cases, prior research is simply described and summarized; in other cases, the writer compares, contrasts, and may even critique prior research (for example, discusses their strengths and weaknesses).
• Chronological vs. categorical and other types of organization. In some cases, the literature review begins with the oldest research and advances until it concludes with the latest research.  In other cases, research is discussed by category (such as in groupings of closely related studies) without regard for chronological order.  In yet other cases, research is discussed in terms of opposing views (such as when different research studies or researchers disagree with one another).

Overall, all literature reviews, whether they are written as a part of a larger work or as separate articles unto themselves, have a common feature: they do not present new research; rather, they provide an overview of prior research on a specific topic . 

How to Write a Literature Review

When writing a literature review, it can be helpful to rely on the following steps.  Please note that these procedures are not necessarily only for writing a literature review that becomes part of a larger article; they can also be used for writing a full-length article that is itself a literature review (although such reviews are typically more detailed and exhaustive; for more information please refer to the Further Resources section of this page).

Steps for Writing a Literature Review

1. Identify and define the topic that you will be reviewing.

The topic, which is commonly a research question (or problem) of some kind, needs to be identified and defined as clearly as possible.  You need to have an idea of what you will be reviewing in order to effectively search for references and to write a coherent summary of the research on it.  At this stage it can be helpful to write down a description of the research question, area, or topic that you will be reviewing, as well as to identify any keywords that you will be using to search for relevant research.

2. Conduct a literature search.

Use a range of keywords to search databases such as PsycINFO and any others that may contain relevant articles.  You should focus on peer-reviewed, scholarly articles.  Published books may also be helpful, but keep in mind that peer-reviewed articles are widely considered to be the “gold standard” of scientific research.  Read through titles and abstracts, select and obtain articles (that is, download, copy, or print them out), and save your searches as needed.  For more information about this step, please see the Using Databases and Finding Scholarly References section of this website.

3. Read through the research that you have found and take notes.

Absorb as much information as you can.  Read through the articles and books that you have found, and as you do, take notes.  The notes should include anything that will be helpful in advancing your own thinking about the topic and in helping you write the literature review (such as key points, ideas, or even page numbers that index key information).  Some references may turn out to be more helpful than others; you may notice patterns or striking contrasts between different sources ; and some sources may refer to yet other sources of potential interest.  This is often the most time-consuming part of the review process.  However, it is also where you get to learn about the topic in great detail.  For more details about taking notes, please see the “Reading Sources and Taking Notes” section of the Finding Scholarly References page of this website.

4. Organize your notes and thoughts; create an outline.

At this stage, you are close to writing the review itself.  However, it is often helpful to first reflect on all the reading that you have done.  What patterns stand out?  Do the different sources converge on a consensus?  Or not?  What unresolved questions still remain?  You should look over your notes (it may also be helpful to reorganize them), and as you do, to think about how you will present this research in your literature review.  Are you going to summarize or critically evaluate?  Are you going to use a chronological or other type of organizational structure?  It can also be helpful to create an outline of how your literature review will be structured.

5. Write the literature review itself and edit and revise as needed.

The final stage involves writing.  When writing, keep in mind that literature reviews are generally characterized by a summary style in which prior research is described sufficiently to explain critical findings but does not include a high level of detail (if readers want to learn about all the specific details of a study, then they can look up the references that you cite and read the original articles themselves).  However, the degree of emphasis that is given to individual studies may vary (more or less detail may be warranted depending on how critical or unique a given study was).   After you have written a first draft, you should read it carefully and then edit and revise as needed.  You may need to repeat this process more than once.  It may be helpful to have another person read through your draft(s) and provide feedback.

6. Incorporate the literature review into your research paper draft.

After the literature review is complete, you should incorporate it into your research paper (if you are writing the review as one component of a larger paper).  Depending on the stage at which your paper is at, this may involve merging your literature review into a partially complete Introduction section, writing the rest of the paper around the literature review, or other processes.

Further Tips for Writing a Literature Review

Full-length literature reviews

• Many full-length literature review articles use a three-part structure: Introduction (where the topic is identified and any trends or major problems in the literature are introduced), Body (where the studies that comprise the literature on that topic are discussed), and Discussion or Conclusion (where major patterns and points are discussed and the general state of what is known about the topic is summarized)

Literature reviews as part of a larger paper

• An “express method” of writing a literature review for a research paper is as follows: first, write a one paragraph description of each article that you read. Second, choose how you will order all the paragraphs and combine them in one document.  Third, add transitions between the paragraphs, as well as an introductory and concluding paragraph. 1
• A literature review that is part of a larger research paper typically does not have to be exhaustive. Rather, it should contain most or all of the significant studies about a research topic but not tangential or loosely related ones. 2   Generally, literature reviews should be sufficient for the reader to understand the major issues and key findings about a research topic.  You may however need to confer with your instructor or editor to determine how comprehensive you need to be.

Benefits of Literature Reviews

By summarizing prior research on a topic, literature reviews have multiple benefits.  These include:

• Literature reviews help readers understand what is known about a topic without having to find and read through multiple sources.
• Literature reviews help “set the stage” for later reading about new research on a given topic (such as if they are placed in the Introduction of a larger research paper). In other words, they provide helpful background and context.
• Literature reviews can also help the writer learn about a given topic while in the process of preparing the review itself. In the act of research and writing the literature review, the writer gains expertise on the topic .

Downloadable Resources

• How to Write APA Style Research Papers (a comprehensive guide) [ PDF ]
• Tips for Writing APA Style Research Papers (a brief summary) [ PDF ]
• Example APA Style Research Paper (for B.S. Degree – literature review) [ PDF ]

Further Resources

How-To Videos     

• Writing Research Paper Videos
• UCSD Library Psychology Research Guide: Literature Reviews

External Resources

• Developing and Writing a Literature Review from N Carolina A&T State University
• Example of a Short Literature Review from York College CUNY
• How to Write a Review of Literature from UW-Madison
• Writing a Literature Review from UC Santa Cruz  
• Pautasso, M. (2013). Ten Simple Rules for Writing a Literature Review. PLoS Computational Biology, 9 (7), e1003149. doi : 1371/journal.pcbi.1003149

1 Ashton, W. Writing a short literature review . [PDF]     

2 carver, l. (2014).  writing the research paper [workshop]. , prepared by s. c. pan for ucsd psychology.

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Writing a Literature Review: Examples & Tutorials

• Phase 1: Scope of Review
• Phase 2: Finding Information
• Phase 3: Recording Information
• Phase 4: Evaluating Information
• Phase 5: Organizing the Review
• Phase 6: Writing the Review & Bibliography
• Tools & Resources
• Examples & Tutorials

Examples of Lit. Reviews

Sample Literature Review -Here is a sample literature review written by a librarian at American University Library.

Deshmukh, Marion F. " The Visual Arts and Cultural Migration in the 1930s and 1940s: A Literature Review. " Central European History (Cambridge University Press / UK) 41.4 (2008): 569-604. Dunjó, Jordi, et al. " Hazard and Operability (HAZOP) Analysis. A Literature Review ." Journal of Hazardous Materials 173.1-3 (2010): 19-32. Gibbons, Susan. " Understanding Empathy as a Complex Construct: A Review of the Literature ." Clinical Social Work Journal 39.3 (2011): 243-52.

Liddle, H. A. (2004). Family-based therapies for adolescent alcohol and drug use: Research contributions and future research needs.   Addiction , 99 (Suppl.2), 76-92.

Mayer, David J. " Acupuncture: An Evidence-Based Review of the Clinical Literature ." Annual Review of Medicine 51:1 (2000): 49-63.

Meyer, Sebastian, Bruno Glaser, and Peter Quicker. " Technical, Economical, and Climate-Related Aspects of Biochar Production Technologies: A Literature Review. " Environmental science & technology 45.22 (2011): 9473-83.

• Writing the Literature Review Part I Defines what a literature review is - and is not.
• Writing the Literature Review Part II Organizing sources, basic steps in the writing process.
• Literature Review Overview for Graduate Students Understand how studies relate to one another, how your own ideas fit within the existing literature.
• Interactive tutorial for literature reviews in Education & Behavioral Sciences • Understanding the Literature Review • Identifying Sources for the Literature Review • Finding Review and Research Articles • Putting it All Together

Literature Review Overview

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• Open access
• Published: 23 August 2024

The role of emotions in academic performance of undergraduate medical students: a narrative review

• Nora Alshareef 1 , 2 ,
• Ian Fletcher 2 &
• Sabir Giga 2  

BMC Medical Education volume  24 , Article number:  907 ( 2024 ) Cite this article

225 Accesses

Metrics details

This paper is devoted to a narrative review of the literature on emotions and academic performance in medicine. The review aims to examine the role emotions play in the academic performance of undergraduate medical students.

Eight electronic databases were used to search the literature from 2013 to 2023, including Academic Search Ultimate, British Education Index, CINAHL, Education Abstract, ERIC, Medline, APA Psych Articles and APA Psych Info. Using specific keywords and terms in the databases, 3,285,208 articles were found. After applying the predefined exclusion and inclusion criteria to include only medical students and academic performance as an outcome, 45 articles remained, and two reviewers assessed the quality of the retrieved literature; 17 articles were selected for the narrative synthesis.

The findings indicate that depression and anxiety are the most frequently reported variables in the reviewed literature, and they have negative and positive impacts on the academic performance of medical students. The included literature also reported that a high number of medical students experienced test anxiety during their study, which affected their academic performance. Positive emotions lead to positive academic outcomes and vice versa. However, Feelings of shame did not have any effect on the academic performance of medical students.

The review suggests a significant relationship between emotions and academic performance among undergraduate medical students. While the evidence may not establish causation, it underscores the importance of considering emotional factors in understanding student performance. However, reliance on cross-sectional studies and self-reported data may introduce recall bias. Future research should concentrate on developing anxiety reduction strategies and enhancing mental well-being to improve academic performance.

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Introduction

Studying medicine is a multi-dimensional process involving acquiring medical knowledge, clinical skills, and professional attitudes. Previous research has found that emotions play a significant role in this process [ 1 , 2 ]. Different types of emotions are important in an academic context, influencing performance on assessments and evaluations, reception of feedback, exam scores, and overall satisfaction with the learning experience [ 3 ]. In particular, medical students experience a wide range of emotions due to many emotionally challenging situations, such as experiencing a heavy academic workload, being in the highly competitive field of medicine, retaining a large amount of information, keeping track of a busy schedule, taking difficult exams, and dealing with a fear of failure [ 4 , 5 , 6 ].Especially during their clinical years, medical students may experience anxiety when interacting with patients who are suffering, ill, or dying, and they must work with other healthcare professionals. Therefore, it is necessary to understand the impact of emotions on medical students to improve their academic outcomes [ 7 ].

To distinguish the emotions frequently experienced by medical students, it is essential to define them. Depression is defined by enduring emotions of sadness, despair, and a diminished capacity for enjoyment or engagement in almost all activities [ 4 ]. Negative emotions encompass unpleasant feelings such as anger, fear, sadness, and anxiety, and they frequently cause distress [ 8 ]. Anxiety is a general term that refers to a state of heightened nervousness or worry, which can be triggered by various factors. Test anxiety, on the other hand, is a specific type of anxiety that arises in the context of taking exams or assessments. Test anxiety is characterised by physiological arousal, negative self-perception, and a fear of failure, which can significantly impair a student’s ability to perform well academically [ 9 , 10 ]. Shame is a self-conscious emotion that arises from the perception of having failed to meet personal or societal standards. It can lead to feelings of worthlessness and inadequacy, severely impacting a student’s motivation and academic performance [ 11 , 12 ]. In contrast, positive emotions indicate a state of enjoyable involvement with the surroundings, encompassing feelings of happiness, appreciation, satisfaction, and love [ 8 ].

Academic performance generally refers to the outcomes of a student’s learning activities, often measured through grades, scores, and other formal assessments. Academic achievement encompasses a broader range of accomplishments, including mastery of skills, attainment of knowledge, and the application of learning in practical contexts. While academic performance is often quantifiable, academic achievement includes qualitative aspects of a student’s educational journey [ 13 ].

According to the literature, 11–40% of medical students suffer from stress, depression, and anxiety due to the intensity of medical school, and these negative emotions impact their academic achievement [ 14 , 15 ]. Severe anxiety may impair memory function, decrease concentration, lead to a state of hypervigilance, and interfere with judgment and cognitive function, further affecting academic performance [ 16 ]. However, some studies have suggested that experiencing some level of anxiety has a positive effect and serves as motivation that can improve academic performance [ 16 , 17 ].

Despite the importance of medical students’ emotions and their relation to academic performance, few studies have been conducted in this area. Most of these studies have focused on the prevalence of specific emotions without correlating with medical students’ academic performance. Few systematic reviews have addressed the emotional challenges medical students face. However, there is a lack of comprehensive reviews that discuss the role of emotions and academic outcomes. Therefore, this review aims to fill this gap by exploring the relationship between emotions and the academic performance of medical students.

Aim of the study

This review aims to examine the role emotions play in the academic performance of undergraduate medical students.

A systematic literature search examined the role of emotions in medical students’ academic performance. The search adhered to the concepts of a systematic review, following the criteria of Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) [ 18 ]. Then, narrative synthesise was done to analyse the retrieved literature and synthesise the results. A systematic literature search and narrative review provide complete coverage and flexibility to explore and understand findings. Systematic search assures rigour and reduces bias, while narrative synthesis allows for flexible integration and interpretation. This balance improves review quality and utility.

Eligibility criteria

Inclusion criteria.

The study’s scope was confined to January 2013 to December 2023, focusing exclusively on undergraduate medical students. The research encompassed articles originating within medical schools worldwide, accepting content from all countries. The criteria included only full-text articles in English published in peer-reviewed journals. Primary research was considered, embracing quantitative and mixed-method research. The selected studies had to explicitly reference academic performance, test results, or GPA as key outcomes to address the research question.

Exclusion criteria

The study excluded individuals beyond the undergraduate medical student demographic, such as students in other health fields and junior doctors. There was no imposed age limit for the student participants. The research specifically focused on articles within medical schools, excluding those from alternative settings. It solely considered full-text articles in English-language peer-reviewed journals. Letters or commentary articles were excluded, and the study did not limit itself to a particular type of research. Qualitative studies were excluded from the review because they did not have the quantitative measures required to answer the review’s aim. This review excluded articles on factors impacting academic performance, those analysing nursing students, and gender differences. The reasons and numbers for excluding articles are shown in Table  1 .

Information sources

Eight electronic databases were used to search the literature. These were the following: Academic Search Ultimate, British Education Index, CINAHL, Education Abstract, ERIC, Medline, APA Psych Articles and APA Psych Info. The databases were chosen from several fields based on relevant topics, including education, academic evaluation and assessment, medical education, psychology, mental health, and medical research. Initially, with the help of a subject librarian, the researcher used all the above databases; the databases were searched with specific keywords and terms, and the terms were divided into the following concepts emotions, academic performance and medical students. Google Scholar, EBSCOhost, and the reference list of the retrieved articles were also used to identify other relevant articles.

Search strategy

This review started with a search of the databases. Eight electronic databases were used to search the literature from 2013 to 2023. Specific keywords and terms were used to search the databases, resulting in 3,285,208 articles. After removing duplicates, letters and commentary, this number was reduced to 1,637 articles. Exclusion and inclusion criteria were then applied, resulting in 45 articles. After two assessors assessed the literature, 17 articles were selected for the review. The search terms are as follows:

Keywords: Emotion, anxiety, stress, empathy, test anxiety, exam anxiety, test stress, exam stress, depression, emotional regulation, test scores, academic performance, grades, GPA, academic achievement, academic success, test result, assessment, undergraduate medical students and undergraduate medical education.

Emotions: TI (Emotion* OR Anxiety OR Stress OR empathy) OR emotion* OR (test anxiety or exam anxiety or test stress or exam stress) OR (depression) OR AB ((Emotion* OR Anxiety OR Stress OR empathy) OR emotion* OR (test anxiety or exam anxiety or test stress or exam stress)) (MH “Emotions”) OR (MH “Emotional Regulation”) DE “EMOTIONS”.

Academic performance: TI (test scores or academic performance or grades or GPA) OR (academic achievement or academic performance or academic success) OR (test result* OR assessment*) OR AB (test scores or academic performance or grades or GPA) OR (academic achievement or academic performance or academic success) OR test result* OR assessment*.

Medical Students: TI (undergraduate medical students OR undergraduate medical education) OR AB (undergraduate medical students OR undergraduate medical education), TI “medical students” OR AB “medical students” DE “Medical Students”.

Selection process

This literature review attempts to gather only peer-reviewed journal articles published in English on undergraduate medical students’ negative and positive emotions and academic performance from January 2013 to December 2023. Their emotions, including depression, anxiety, physiological distress, shame, happiness, joy, and all emotions related to academic performance, were examined in quantitative research and mixed methods.

Moreover, to focus the search, the author specified and defined each keyword using advanced search tools, such as subject headings in the case of the Medline database. The author used ‘MeSH 2023’ as the subject heading, then entered the term ‘Emotion’ and chose all the relevant meanings. This method was applied to most of the keywords.

Studies were included based on predefined criteria related to study design, participants, exposure, outcomes, and study types. Two independent reviewers screened each record, and the report was retrieved. In the screening process, reviewers independently assessed each article against the inclusion criteria, and discrepancies were resolved through consensus during regular team meetings. In cases of persistent disagreement, a third reviewer was consulted. Endnote library program was used for the initial screening phase. This tool was used to identify duplicates, facilitated the independent screening of titles and abstracts and helped to retrieve the full-text articles. The reasons for excluding the articles are presented in Table  1 .

Data collection process

Two independent reviewers extracted data from the eligible studies, with any discrepancies resolved through discussion and consensus. If the two primary reviewers could not agree, a third reviewer served as an arbitrator. For each included study, the following information was extracted and recorded in a standardised database: first author name, publication year, study design, sample characteristics, details of the emotions exposed, outcome measures, and results.

Academic performance as an outcome for medical students was defined to include the following: Exam scores (e.g., midterm, final exams), Clinical assessments (e.g., practical exams, clinical rotations), Overall grade point average (GPA) or any other relevant indicators of academic achievement.

Data were sought for all outcomes, including all measures, time points, and analyses within each outcome domain. In cases where studies reported multiple measures or time points, all relevant data were extracted to provide a comprehensive overview of academic performance. If a study reported outcomes beyond the predefined domains, inclusion criteria were established to determine whether these additional outcomes would be included in the review. This involved assessing relevance to the primary research question and alignment with the predefined outcome domains.

Quality assessment

The quality and risk of bias in included studies were assessed using the National Institute of Health’s (NIH) critical appraisal tool. The tool evaluates studies based on the following domains: selection bias, performance bias, detection bias, attrition bias, reporting bias, and other biases. Two independent reviewers assessed the risk of bias in each included study. Reviewers worked collaboratively to reach a consensus on assessments. Discrepancies were resolved through discussion and consensus. In cases of persistent disagreement, a third reviewer was consulted.

To determine the validity of eligible articles, all the included articles were critically appraised, and all reviewers assessed bias. The validity and reliability of the results were assessed by using objective measurement. Each article was scored out of 14, with 14 indicating high-quality research and 1 indicating low-quality research. High-quality research, according to the NIH (2013), includes a clear and focused research question, defines the study population, features a high participation rate, mentions inclusion and exclusion criteria, uses clear and specific measurements, reports results in detail, lists the confounding factors and lists the implications for the local community. Therefore, an article was scored 14 if it met all criteria of the critical appraisal tool. Based on scoring, each study was classified into one of three quality categories: good, fair or poor. The poorly rated articles mean their findings were unreliable, and they will not be considered, including two articles [ 16 , 19 ]. Seventeen articles were chosen after critical appraisal using the NIH appraisal tool, as shown in Table  2 .

Effect measures

For each outcome examined in the included studies, various effect measures were utilised to quantify the relationship between emotions and academic performance among undergraduate medical students. The effect measures commonly reported across the studies included prevalence rat, correlation coefficients, and mean differences. The reviewer calculated the effect size for the studies that did not report the effect. The choice of effect measure depended on the nature of the outcome variable and the statistical analysis conducted in each study. These measures were used to assess the strength and direction of the association between emotional factors and academic performance.

The synthesis method

The findings of individual studies were summarised to highlight crucial characteristics. Due to the predicted heterogeneity, the synthesis involved pooling effect estimates and using a narrative method. A narrative synthesis approach was employed in the synthesis of this review to assess and interpret the findings from the included studies qualitatively. The narrative synthesis involved a qualitative examination of the content of each study, focusing on identifying common themes. This synthesis was employed to categorise and interpret data, allowing for a nuanced understanding of the synthesis. Themes related to emotions were identified and extracted for synthesis. Control-value theory [ 20 ] was used as an overarching theory, providing a qualitative synthesis of the evidence and contributing to a deeper understanding of the research question. If the retrieved articles include populations other than medical, such as dental students or non-medical students, the synthesis will distinguish between them and summarise the findings of the medical students only, highlighting any differences or similarities.

The Control-Value Theory, formulated by Pekrun (2006), is a conceptual framework that illustrates the relationship between emotions and academic achievement through two fundamental assessments: control and value. Control pertains to the perceived ability of a learner to exert influence over their learning activities and the results they achieve. Value relates to a student’s significance to these actions and results. The theory suggests that students are prone to experiencing good feelings, such as satisfaction and pride when they possess a strong sense of control and importance towards their academic assignments. On the other hand, individuals are prone to encountering adverse emotions (such as fear and embarrassment) when they perceive a lack of control or worth in these particular occupations. These emotions subsequently impact students’ motivation, learning strategies, and, eventually, their academic achievement. The relevance of control-value theory in reviewing medical student emotions and their influence on academic performance is evident for various reasons. This theory offers a complete framework that facilitates comprehending the intricate connection between emotions and academic achievement. It considers positive and negative emotions, providing a comprehensive viewpoint on how emotions might influence learning and performance. The relevance of control and value notions is particularly significant for medical students due to their frequent exposure to high-stakes tests and difficult courses. Gaining insight into the students’ perception of their power over academic assignments and the importance they attach to their medical education might aid in identifying emotional stimuli and devising remedies. Multiple research has confirmed the theory’s assertions, showing the critical influence of control and value evaluations on students’ emotional experiences and academic achievements [ 21 , 22 ].

Data extraction

For this step, a data extraction sheet was developed using the data extraction template provided by the Cochrane Handbook. To ensure the review is evidence-based and bias-free, the Cochrane Handbook strongly suggests that more than one reviewer review the data. Therefore, the main researcher extracted the data from the included studies, and another reviewer checked the included, excluded and extracted data. Any disagreements were resolved via discussion by a third reviewer. The data extraction Table  2 identified all study features, including the author’s name, the year of publication, the method used the aim of the study, the number and description of participants, data collection tools, and study findings.

Finalisation of references and study characteristics

Prisma sheet and the summary of final studies that have been used for the review.

When the keywords and search terms related to emotions, as mentioned above, in the eight databases listed, 3,285,208 articles were retrieved. After using advanced search and subject headings, the number of articles increased to 3,352,371. Similarly, searching for the second keyword, ‘academic performance,’ using all the advanced search tools yielded 8,119,908 articles. Searching for the third keyword, ‘medical students’, yielded 145,757 articles. All terms were searched in article titles and abstracts. After that, the author combined all search terms by using ‘AND’ and applied the time limit from 2013 to 2023; the search narrowed to 2,570 articles. After duplicates, letters and commentary were excluded, the number was reduced to 1,637 articles. After reading the title and abstract to determine relevance to the topic and applying the exclusion and inclusion criteria mentioned above, 45 articles remained; after the quality of the retrieved literature was assessed by two reviewers, 17 articles were selected for the review. The PRISMA flow diagram summarising the same is presented in Fig.  1 . Additionally, One article by Ansari et al. (2018) was selected for the review; it met most inclusion and exclusion criteria except that the outcome measure is cognitive function and not academic performance. Therefore, it was excluded from the review. Figure  1 shows the Prisma flow diagram (2020) of studies identified from the databases.

Prisma flow diagram (2020)

Study characteristics

Table  2 , summarising the characteristics of the included studies, is presented below.

Findings of the study

Country of the study.

Many of the studies were conducted in developing countries, with the majority being conducted in Europe ( n  = 4), followed by Pakistan ( n  = 2), then Saudi Arabia ( n  = 2), and the United States ( n  = 2). The rest of the studies were conducted in South America ( n  = 1), Morocco ( n  = 1), Brazil ( n  = 1), Australia ( n  = 1), Iran ( n  = 1), South Korea ( n  = 1) and Bosnia and Herzegovina ( n  = 1). No included studies were conducted in the United Kingdom.

Study design

Regarding study design, most of the included articles used a quantitative methodology, including 12 cross-sectional studies. There were two randomised controlled trials, one descriptive correlation study, one cohort study, and only one mixed-method study.

Population and study setting

Regarding population and setting, most of the studies focused on all medical students studying in a medical school setting, from first-year medical students to those in their final year. One study compared medical students with non-medical students; another combined medical students with dental students.

The study aims varied across the included studies. Seven studies examined the prevalence of depression and anxiety among medical students and their relation to academic performance. Four studies examined the relationship between test anxiety and academic performance in medical education. Four studies examined the relationship between medical students’ emotions and academic achievements. One study explored the influence of shame on medical students’ learning.

Study quality

The studies were assessed for quality using tools created by the NIH (2013) and then divided into good, fair, and poor based on these results. Nine studies had a high-quality methodology, seven achieved fair ratings, and only three achieved poor ratings. The studies that were assigned the poor rating were mainly cross-sectional studies, and the areas of weakness were due to the study design, low response rate, inadequate reporting of the methodology and statistics, invalid tools, and unclear research goals.

Outcome measures

Most of the outcome measures were heterogenous and self-administered questionnaires; one study used focus groups and observation ward assessment [ 23 ]. All the studies used the medical students’ academic grades.

Results of the study

The prevalence rate of psychological distress in the retrieved articles.

Depression and anxiety are the most common forms of psychological distress examined concerning academic outcomes among medical students. Studies consistently show concerningly high rates, with prevalence estimates ranging from 7.3 to 66.4% for anxiety and 3.7–69% for depression. These findings indicate psychological distress levels characterised as moderate to high based on common cut-off thresholds have a clear detrimental impact on academic achievement [ 16 , 24 , 25 , 26 ].

The studies collectively examine the impact of psychological factors on academic performance in medical education contexts, using a range of effect sizes to quantify their findings. Aboalshamat et al. (2015) identified a small effect size ( η 2 = 0.018) for depression’s impact on academic performance, suggesting a modest influence. Mihailescu (2016) found a significant negative correlation between levels of depression/anxiety (rho=-0.14, rho=-0.19), academic performance and GPA among medical students. Burr and Beck Dallaghan (2019) reported professional efficacy explaining 31.3% of the variance in academic performance, indicating a significant effect size. However, Del-Ben (2013) et al. did not provide the significant impact of affective changes on academic achievement, suggesting trivial effect sizes for these factors.

In conclusion, anxiety and depression, both indicators of psychological discomfort, are common among medical students. There is a link between distress and poor academic performance results, implying that this relationship merits consideration. Table  3 below shows the specific value of depression and anxiety in retrieved articles.

Test anxiety

In this review, four studies examined the relationship between test anxiety and academic performance in medical education [ 27 , 28 , 29 , 30 ]. The studies found high rates of test anxiety among medical students, ranging from 52% [ 27 ] to as high as 81.1% [ 29 ]. Final-year students tend to experience the highest test anxiety [ 29 ].

Test anxiety has a significant negative correlation with academic performance measures and grade point average (GPA) [ 27 , 28 , 29 ]. Green et al. (2016) found that test anxiety was moderately negatively correlated with USMLE score ( r = − 0.24, p  = 0.00); high test anxiety was associated with low USMLE scores in the control group, further suggesting that anxiety can adversely affect performance. The findings that a test-taking strategy course reduced anxiety without improving test scores highlight the complex nature of anxiety’s impact on performance.

Nazir et al. (2021) found that excellent female medical students reported significantly lower test anxiety than those with low academic grades, with an odds ratio of 1.47, indicating that students with higher test anxiety are more likely to have lower academic grades. Kim’s (2016) research shows moderate correlations between test anxiety and negative achievement emotions such as anxiety and boredom, but interestingly, this anxiety does not significantly affect practical exam scores (OSCE) or GPAs. However, one study found that examination stress enhanced academic performance with a large effect size (W = 0.78), with stress levels at 47.4% among their sample, suggesting that a certain stress level before exams may be beneficial [ 30 ].

Three papers explored shame’s effect on medical students’ academic achievement [ 24 , 31 , 32 ]. Hayat et al. (2018) reported that academic feelings, like shame, significantly depend on the academic year. shame was found to have a slight negative and significant correlation with the academic achievement of learners ( r =-0.15). One study found that some medical students felt shame during simulations-based education examinations because they had made incorrect decisions, which decreased their self-esteem and motivation to learn. However, others who felt shame were motivated to study harder to avoid repeating the same mistakes [ 23 ].

Hautz (2017) study examined how shame affects medical students’ learning using a randomised controlled trial where researchers divided the students into two groups: one group performed a breast examination on mannequins and the other group on actual patients. The results showed that students who performed the clinical examination on actual patients experienced significantly higher levels of shame but performed better in examinations than in the mannequin group. In the final assessments on standardised patients, both groups performed equally well. Therefore, shame decreased with more clinical practice, but shame did not have significant statistics related to learning or performance. Similarly, Burr and Dallaghan (2019) reported that the shame level of medical students was (40%) but had no association with academic performance.

Academic performance, emotions and medical students

Three articles discussed medical students’ emotions and academic performance [ 23 , 24 , 32 ]. Burr and Dallaghan (2019) examine the relationship between academic success and emotions in medical students, such as pride, hope, worry, and shame. It emphasises the links between academic accomplishment and professional efficacy, as well as hope, pride, worry, and shame. Professional efficacy was the most significant factor linked to academic performance, explaining 31.3% of the variance. The importance of emotions on understanding, processing of data, recall of memories, and cognitive burden is emphasised throughout the research. To improve academic achievement, efforts should be made to increase student self-efficacy.

Hayat et al. (2018) found that positive emotions and intrinsic motivation are highly connected with academic achievement, although emotions fluctuate between educational levels but not between genders. The correlations between negative emotions and academic achievement, ranging from − 0.15 to -0.24 for different emotions, suggest small but statistically significant adverse effects.

Behren et al.‘s (2019) mixed-method study found that students felt various emotions during the simulation, focusing on positive emotions and moderate anxiety. However, no significant relationships were found between positive emotions and the student’s performance during the simulation [ 23 ].

This review aims to investigate the role of emotions in the academic performance of undergraduate medical students. Meta-analysis cannot be used because of the heterogeneity of the data collection tools and different research designs [ 33 ]. Therefore, narrative synthesis was adopted in this paper. The studies are grouped into four categories as follows: (1) The effect of depression and anxiety on academic performance, (2) Test anxiety and academic achievement, (3) Shame and academic performance, and (4) Academic performance, emotions and medical students. The control-value theory [ 20 ], will be used to interpret the findings.

The effect of depression and anxiety on academic performance

According to the retrieved research, depression and anxiety can have both a negative and a positive impact on the academic performance of medical students. Severe anxiety may impair memory function, decrease concentration, lead to a state of hypervigilance, interfere with judgment and cognitive function, and further affect academic performance [ 4 ]. Most of the good-quality retrieved articles found that anxiety and depression were associated with low academic performance [ 16 , 24 , 25 , 26 ]. Moreira (2018) and Mihailescu (2016) found that higher depression levels were associated with more failed courses and a lower GPA. However, they did not find any association between anxiety level and academic performance.

By contrast, some studies have suggested that experiencing some level of anxiety reinforces students’ motivation to improve their academic performance [ 16 , 34 ]. Zalihic et al. (2017) conducted a study to investigate anxiety sensitivity about academic success and noticed a positive relationship between anxiety level and high academic scores; they justified this because when medical students feel anxious, they tend to prepare and study more, and they desire to achieve better scores and fulfil social expectations. Similarly, another study found anxiety has a negative impact on academic performance when excessive and a positive effect when manageable, in which case it encourages medical students and motivates them to achieve higher scores [ 35 ].

In the broader literature, the impact of anxiety on academic performance has contradictory research findings. While some studies suggest that having some level of anxiety can boost students’ motivation to improve their academic performance, other research has shown that anxiety has a negative impact on their academic success [ 36 , 37 ]. In the cultural context, education and anxiety attitudes differ widely across cultures. High academic pressure and societal expectations might worsen anxiety in many East Asian societies. Education is highly valued in these societies, frequently leading to significant academic stress. This pressure encompasses attaining high academic marks and outperformance in competitive examinations. The academic demands exerted on students can result in heightened levels of anxiety. The apprehension of not meeting expectations can lead to considerable psychological distress and anxiety, which can appear in their physical and mental health and academic achievement [ 38 , 39 ].

Test anxiety and academic achievement

The majority of the studies reviewed confirm that test anxiety negatively affects academic performance [ 27 , 28 , 29 ]. Several studies have found a significant correlation between test anxiety and academic achievement, indicating that higher levels of test anxiety are associated with lower exam scores and lower academic performance [ 40 , 41 ]. For example, Green et al. (2016) RCT study found that test anxiety has a moderately significant negative correlation with the USMLE score. They found that medical students who took the test-taking strategy course had lower levels of test anxiety than the control group, and their test anxiety scores after the exam had improved from the baseline. Although their test anxiety improved after taking the course, there was no significant difference in the exam scores between students who had and had not taken the course. Therefore, the intervention they used was not effective. According to the control-value theory, this intervention can be improved if they design an emotionally effective learning environment, have a straightforward instructional design, foster self-regulation of negative emotions, and teach students emotion-oriented regulation [ 22 ].

Additionally, according to this theory, students who perceive exams as difficult are more likely to experience test anxiety because test anxiety results from a student’s negative appraisal of the task and outcome values, leading to a reduction in their performance. This aligns with Kim’s (2016) study, which found that students who believed that the OSCE was a problematic exam experienced test anxiety more than other students [ 9 , 22 , 42 ].

In the wider literature, a meta-analysis review by von der Embse (2018) found a medium significant negative correlation ( r =-0.24) between test anxiety and test performance in undergraduate educational settings [ 43 ] . Also, they found a small significant negative correlation ( r =-0.17) between test anxiety and GPA. This indicates that higher levels of test anxiety are associated with lower test performance. Moreover, Song et al. (2021) experimental study examined the effects of test anxiety on working memory capacity and found that test anxiety negatively correlated with academic performance [ 44 ]. Therefore, the evidence from Song’s study suggests a small but significant effect of anxiety on working memory capacity. However, another cross-sectional study revealed that test anxiety in medical students had no significant effect on exam performance [ 45 ]. The complexities of this relationship necessitate additional investigation. Since the retrieved articles are from different countries, it is critical to recognise the possible impact of cultural differences on the impact of test anxiety. Cultural factors such as different educational systems, assessment tools and societal expectations may lead to variances in test anxiety experience and expression across diverse communities [ 46 , 47 ]. Culture has a substantial impact on how test anxiety is expressed and evaluated. Research suggests that the degree and manifestations of test anxiety differ among different cultural settings, emphasising the importance of using culturally validated methods to evaluate test anxiety accurately. A study conducted by Lowe (2019) with Canadian and U.S. college students demonstrated cultural variations in the factors contributing to test anxiety. Canadian students exhibited elevated levels of physiological hyperarousal, but U.S. students had more pronounced cognitive interference. These variations indicate that the cultural environment has an influence on how students perceive and respond to test anxiety, resulting in differing effects on their academic performance in different cultures. Furthermore, scholars highlight the significance of carrying out meticulous instruments to assess test anxiety, which are comparable among diverse cultural cohorts. This technique guarantees that the explanations of test scores are reliable and can be compared across different populations. Hence, it is imperative to comprehend and tackle cultural disparities in order to create efficient interventions and assistance for students who encounter test anxiety in diverse cultural environments. Therefore, there is a need for further studies to examine the level of test anxiety and cultural context.

Shame and academic performance

The review examined three studies that discuss the impact of feelings of shame on academic performance [ 23 , 24 , 48 ]. Generally, shame is considered a negative emotion which involves self-reflection and self-evaluation, and it leads to rumination and self-condemnation [ 49 ]. Intimate examinations conducted by medical students can induce feelings of shame, affecting their ability to communicate with patients and their clinical decisions. Shame can increase the avoidance of intimate physical examinations and also encourage clinical practice [ 23 , 24 , 48 ].

One study found that some medical students felt shame during simulations-based education examinations because they had made incorrect decisions, which decreased their self-esteem and motivation to learn. However, others who felt shame were motivated to study harder to avoid repeating the same mistakes [ 23 ]. Shame decreased with more clinical practice, but shame did not affect their learning or performance [ 48 ]. The literature on how shame affects medical students’ learning is inconclusive [ 31 ].

In the broader literature, shame is considered maladaptive, leading to dysfunctional behaviour, encouraging withdrawal and avoidance of events and inhibiting social interaction. However, few studies have been conducted on shame in the medical field. Therefore, more research is needed to investigate the role of shame in medical students’ academic performance [ 49 ]. In the literature, there are several solutions that can be used to tackle the problem of shame in medical education; it is necessary to establish nurturing learning settings that encourage students to openly discuss their problems and mistakes without the worry of facing severe criticism. This can be accomplished by encouraging medical students to participate in reflective practice, facilitating the processing of their emotions, and enabling them to derive valuable insights from their experiences, all while avoiding excessive self-blame [ 50 ]. Offering robust mentorship and support mechanisms can assist students in effectively managing the difficulties associated with intimate examinations. Teaching staff have the ability to demonstrate proper behaviours and provide valuable feedback and effective mentoring [ 51 ]. Training and workshops that specifically target communication skills and the handling of sensitive situations can effectively equip students to handle intimate tests, hence decreasing the chances of them avoiding such examinations due to feelings of shame [ 52 ].

The literature review focused on three studies that examined the relationship between emotions and the academic achievements of medical students [ 23 , 24 , 32 ].

Behren et al. (2019) mixed-method study on the achievement emotions of medical students during simulations found that placing students in challenging clinical cases that they can handle raises positive emotions. Students perceived these challenges as a positive drive for learning and mild anxiety was considered beneficial. However, the study also found non-significant correlations between emotions and performance during the simulation, indicating a complex relationship between emotions and academic performance. The results revealed that feelings of frustration were perceived to reduce students’ interest and motivation for studying, hampered their decision-making process, and negatively affected their self-esteem, which is consistent with the academic achievement emotions literature where negative emotions are associated with poor intrinsic motivation and reduced the ability to learn [ 3 ].

The study also emphasises that mild anxiety can have positive effects, corroborated by Gregor (2005), which posits that moderate degrees of anxiety can improve performance. The author suggests that an ideal state of arousal (which may be experienced as anxiety) enhances performance. Mild anxiety is commonly seen as a type of psychological stimulation that readies the body for upcoming challenges, frequently referred to as a “fight or flight” response. Within the realm of academic performance, this state of heightened arousal can enhance concentration and optimise cognitive functions such as memory, problem-solving skills, and overall performance. However, once the ideal point is surpassed, any additional increase in arousal can result in a decline in performance [ 53 ]. This is additionally supported by Cassady and Johnson (2002), who discovered that a specific level of anxiety can motivate students to engage in more comprehensive preparation, hence enhancing their performance.

The reviewed research reveals a positive correlation between positive emotions and academic performance and a negative correlation between negative emotions and academic performance. These findings align with the control–value theory [ 8 , 22 ], which suggests that positive emotions facilitate learning through mediating factors, including cognitive learning strategies such as strategic thinking, critical thinking and problem-solving and metacognitive learning strategies such as monitoring, regulating, and planning students’ intrinsic and extrinsic motivation. Additionally, several studies found that extrinsic motivation from the educational environment and the application of cognitive and emotional strategies improve students’ ability to learn and, consequently, their academic performance [ 23 , 24 , 32 ]. By contrast, negative emotions negatively affect academic performance. This is because negative emotions reduce students’ motivation, concentration, and ability to process information [ 23 , 24 , 32 ].

Limitations of the study

This review aims to thoroughly investigate the relationship between emotions and academic performance in undergraduate medical students, but it has inherent limitations. Overall, the methodological quality of the retrieved studies is primarily good and fair. Poor-quality research was excluded from the synthesis. The good-quality papers demonstrated strengths in sampling techniques, data analysis, collection and reporting. However, most of the retrieved articles used cross-section studies, and the drawback of this is a need for a more causal relationship, which is a limitation in the design of cross-sectional studies. Furthermore, given the reliance on self-reported data, there were concerns about potential recall bias. These methodological difficulties were noted in most of the examined research. When contemplating the implications for practice and future study, the impact of these limitations on the validity of the data should be acknowledged.

The limitation of the review process and the inclusion criteria restricted the study to articles published from January 2013 to December 2023, potentially overlooking relevant research conducted beyond this timeframe. Additionally, the exclusive focus on undergraduate medical students may constrain the applicability of findings to other health fields or educational levels.

Moreover, excluding articles in non-English language and those not published in peer-reviewed journals introduces potential language and publication biases. Reliance on electronic databases and specific keywords may inadvertently omit studies using different terms or indexing. While the search strategy is meticulous, it might not cover every relevant study due to indexing and database coverage variations. However, the two assessors’ involvement in study screening, selection, data extraction, and quality assessment improved the robustness of the review and ensured that it included all the relevant research.

In conclusion, these limitations highlight the need for careful interpretation of the study’s findings and stress the importance of future research addressing these constraints to offer a more comprehensive understanding of the nuanced relationship between emotions and academic performance in undergraduate medical education.

Conclusion and future research

The review exposes the widespread prevalence of depression, anxiety and test anxiety within the medical student population. The impact on academic performance is intricate, showcasing evidence of adverse and favourable relationships. Addressing the mental health challenges of medical students necessitates tailored interventions for enhancing mental well-being in medical education. Furthermore, it is crucial to create practical strategies considering the complex elements of overcoming test anxiety. Future research should prioritise the advancement of anxiety reduction strategies to enhance academic performance, focusing on the control-value theory’s emphasis on creating an emotionally supportive learning environment. Additionally, Test anxiety is very common among medical students, but the literature has not conclusively determined its actual effect on academic performance. Therefore, there is a clear need for a study that examines the relationship between test anxiety and academic performance. Moreover, the retrieved literature did not provide effective solutions for managing test anxiety. This gap highlights the need for practical solutions informed by Pekrun’s Control-Value Theory. Ideally, a longitudinal study measuring test anxiety and exam scores over time would be the most appropriate approach. it is also necessary to explore cultural differences to develop more effective solutions and support systems tailored to specific cultural contexts.

The impact of shame on academic performance in medical students was inconclusive. Shame is a negative emotion that has an intricate influence on learning outcomes. The inadequacy of current literature emphasises the imperative for additional research to unravel the nuanced role of shame in the academic journeys of medical students.

Overall, emotions play a crucial role in shaping students’ academic performance, and research has attempted to find solutions to improve medical students’ learning experiences; thus, it is recommended that medical schools revise their curricula and consider using simulation-based learning in their instructional designs to enhance learning and improve students’ emotions. Also, studies have suggested using academic coaching to help students achieve their goals, change their learning styles, and apply self-testing and simple rehearsal of the material. Moreover, the study recommended to improve medical students’ critical thinking and autonomy and changing teaching styles to support students better.

Data availability

all included articles are mentioned in the manuscript, The quality assessment of included articles are located in the supplementary materials file no. 1.

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Alshareef, N., Fletcher, I. & Giga, S. The role of emotions in academic performance of undergraduate medical students: a narrative review. BMC Med Educ 24 , 907 (2024). https://doi.org/10.1186/s12909-024-05894-1

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If you’re really unhappy with your results you can enter to resit all GCSE subjects in summer 2025. You can also take autumn exams in GCSE English language and maths.  

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The National Career Service is a free resource that can help you with your career planning. Give them a call to discuss potential routes into higher education, further education, or the workplace.   

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