conclusion of research terminology

How to Write a Conclusion for Research Papers (with Examples)

The conclusion of a research paper is a crucial section that plays a significant role in the overall impact and effectiveness of your research paper. However, this is also the section that typically receives less attention compared to the introduction and the body of the paper. The conclusion serves to provide a concise summary of the key findings, their significance, their implications, and a sense of closure to the study. Discussing how can the findings be applied in real-world scenarios or inform policy, practice, or decision-making is especially valuable to practitioners and policymakers. The research paper conclusion also provides researchers with clear insights and valuable information for their own work, which they can then build on and contribute to the advancement of knowledge in the field.

The research paper conclusion should explain the significance of your findings within the broader context of your field. It restates how your results contribute to the existing body of knowledge and whether they confirm or challenge existing theories or hypotheses. Also, by identifying unanswered questions or areas requiring further investigation, your awareness of the broader research landscape can be demonstrated.

Remember to tailor the research paper conclusion to the specific needs and interests of your intended audience, which may include researchers, practitioners, policymakers, or a combination of these.

Table of Contents

What is a conclusion in a research paper, summarizing conclusion, editorial conclusion, externalizing conclusion, importance of a good research paper conclusion, how to write a conclusion for your research paper, research paper conclusion examples.

• How to write a research paper conclusion with Paperpal? 

Frequently Asked Questions

A conclusion in a research paper is the final section where you summarize and wrap up your research, presenting the key findings and insights derived from your study. The research paper conclusion is not the place to introduce new information or data that was not discussed in the main body of the paper. When working on how to conclude a research paper, remember to stick to summarizing and interpreting existing content. The research paper conclusion serves the following purposes: 1

• Warn readers of the possible consequences of not attending to the problem.
• Recommend specific course(s) of action.
• Restate key ideas to drive home the ultimate point of your research paper.
• Provide a “take-home” message that you want the readers to remember about your study.

Types of conclusions for research papers

In research papers, the conclusion provides closure to the reader. The type of research paper conclusion you choose depends on the nature of your study, your goals, and your target audience. I provide you with three common types of conclusions:

A summarizing conclusion is the most common type of conclusion in research papers. It involves summarizing the main points, reiterating the research question, and restating the significance of the findings. This common type of research paper conclusion is used across different disciplines.

An editorial conclusion is less common but can be used in research papers that are focused on proposing or advocating for a particular viewpoint or policy. It involves presenting a strong editorial or opinion based on the research findings and offering recommendations or calls to action.

An externalizing conclusion is a type of conclusion that extends the research beyond the scope of the paper by suggesting potential future research directions or discussing the broader implications of the findings. This type of conclusion is often used in more theoretical or exploratory research papers.

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The conclusion in a research paper serves several important purposes:

• Offers Implications and Recommendations : Your research paper conclusion is an excellent place to discuss the broader implications of your research and suggest potential areas for further study. It’s also an opportunity to offer practical recommendations based on your findings.
• Provides Closure : A good research paper conclusion provides a sense of closure to your paper. It should leave the reader with a feeling that they have reached the end of a well-structured and thought-provoking research project.
• Leaves a Lasting Impression : Writing a well-crafted research paper conclusion leaves a lasting impression on your readers. It’s your final opportunity to leave them with a new idea, a call to action, or a memorable quote.

Writing a strong conclusion for your research paper is essential to leave a lasting impression on your readers. Here’s a step-by-step process to help you create and know what to put in the conclusion of a research paper: 2

• Research Statement : Begin your research paper conclusion by restating your research statement. This reminds the reader of the main point you’ve been trying to prove throughout your paper. Keep it concise and clear.
• Key Points : Summarize the main arguments and key points you’ve made in your paper. Avoid introducing new information in the research paper conclusion. Instead, provide a concise overview of what you’ve discussed in the body of your paper.
• Address the Research Questions : If your research paper is based on specific research questions or hypotheses, briefly address whether you’ve answered them or achieved your research goals. Discuss the significance of your findings in this context.
• Significance : Highlight the importance of your research and its relevance in the broader context. Explain why your findings matter and how they contribute to the existing knowledge in your field.
• Implications : Explore the practical or theoretical implications of your research. How might your findings impact future research, policy, or real-world applications? Consider the “so what?” question.
• Future Research : Offer suggestions for future research in your area. What questions or aspects remain unanswered or warrant further investigation? This shows that your work opens the door for future exploration.
• Closing Thought : Conclude your research paper conclusion with a thought-provoking or memorable statement. This can leave a lasting impression on your readers and wrap up your paper effectively. Avoid introducing new information or arguments here.
• Proofread and Revise : Carefully proofread your conclusion for grammar, spelling, and clarity. Ensure that your ideas flow smoothly and that your conclusion is coherent and well-structured.

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Remember that a well-crafted research paper conclusion is a reflection of the strength of your research and your ability to communicate its significance effectively. It should leave a lasting impression on your readers and tie together all the threads of your paper. Now you know how to start the conclusion of a research paper and what elements to include to make it impactful, let’s look at a research paper conclusion sample.

How to write a research paper conclusion with Paperpal?

A research paper conclusion is not just a summary of your study, but a synthesis of the key findings that ties the research together and places it in a broader context. A research paper conclusion should be concise, typically around one paragraph in length. However, some complex topics may require a longer conclusion to ensure the reader is left with a clear understanding of the study’s significance. Paperpal, an AI writing assistant trusted by over 800,000 academics globally, can help you write a well-structured conclusion for your research paper. 

• Sign Up or Log In: Create a new Paperpal account or login with your details.  
• Navigate to Features : Once logged in, head over to the features’ side navigation pane. Click on Templates and you’ll find a suite of generative AI features to help you write better, faster.  
• Generate an outline: Under Templates, select ‘Outlines’. Choose ‘Research article’ as your document type.  
• Select your section: Since you’re focusing on the conclusion, select this section when prompted.  
• Choose your field of study: Identifying your field of study allows Paperpal to provide more targeted suggestions, ensuring the relevance of your conclusion to your specific area of research. 
• Provide a brief description of your study: Enter details about your research topic and findings. This information helps Paperpal generate a tailored outline that aligns with your paper’s content. 
• Generate the conclusion outline: After entering all necessary details, click on ‘generate’. Paperpal will then create a structured outline for your conclusion, to help you start writing and build upon the outline.  
• Write your conclusion: Use the generated outline to build your conclusion. The outline serves as a guide, ensuring you cover all critical aspects of a strong conclusion, from summarizing key findings to highlighting the research’s implications. 
• Refine and enhance: Paperpal’s ‘Make Academic’ feature can be particularly useful in the final stages. Select any paragraph of your conclusion and use this feature to elevate the academic tone, ensuring your writing is aligned to the academic journal standards. 

By following these steps, Paperpal not only simplifies the process of writing a research paper conclusion but also ensures it is impactful, concise, and aligned with academic standards. Sign up with Paperpal today and write your research paper conclusion 2x faster .  

The research paper conclusion is a crucial part of your paper as it provides the final opportunity to leave a strong impression on your readers. In the research paper conclusion, summarize the main points of your research paper by restating your research statement, highlighting the most important findings, addressing the research questions or objectives, explaining the broader context of the study, discussing the significance of your findings, providing recommendations if applicable, and emphasizing the takeaway message. The main purpose of the conclusion is to remind the reader of the main point or argument of your paper and to provide a clear and concise summary of the key findings and their implications. All these elements should feature on your list of what to put in the conclusion of a research paper to create a strong final statement for your work.

A strong conclusion is a critical component of a research paper, as it provides an opportunity to wrap up your arguments, reiterate your main points, and leave a lasting impression on your readers. Here are the key elements of a strong research paper conclusion: 1. Conciseness : A research paper conclusion should be concise and to the point. It should not introduce new information or ideas that were not discussed in the body of the paper. 2. Summarization : The research paper conclusion should be comprehensive enough to give the reader a clear understanding of the research’s main contributions. 3 . Relevance : Ensure that the information included in the research paper conclusion is directly relevant to the research paper’s main topic and objectives; avoid unnecessary details. 4 . Connection to the Introduction : A well-structured research paper conclusion often revisits the key points made in the introduction and shows how the research has addressed the initial questions or objectives. 5. Emphasis : Highlight the significance and implications of your research. Why is your study important? What are the broader implications or applications of your findings? 6 . Call to Action : Include a call to action or a recommendation for future research or action based on your findings.

The length of a research paper conclusion can vary depending on several factors, including the overall length of the paper, the complexity of the research, and the specific journal requirements. While there is no strict rule for the length of a conclusion, but it’s generally advisable to keep it relatively short. A typical research paper conclusion might be around 5-10% of the paper’s total length. For example, if your paper is 10 pages long, the conclusion might be roughly half a page to one page in length.

In general, you do not need to include citations in the research paper conclusion. Citations are typically reserved for the body of the paper to support your arguments and provide evidence for your claims. However, there may be some exceptions to this rule: 1. If you are drawing a direct quote or paraphrasing a specific source in your research paper conclusion, you should include a citation to give proper credit to the original author. 2. If your conclusion refers to or discusses specific research, data, or sources that are crucial to the overall argument, citations can be included to reinforce your conclusion’s validity.

The conclusion of a research paper serves several important purposes: 1. Summarize the Key Points 2. Reinforce the Main Argument 3. Provide Closure 4. Offer Insights or Implications 5. Engage the Reader. 6. Reflect on Limitations

Remember that the primary purpose of the research paper conclusion is to leave a lasting impression on the reader, reinforcing the key points and providing closure to your research. It’s often the last part of the paper that the reader will see, so it should be strong and well-crafted.

• Makar, G., Foltz, C., Lendner, M., & Vaccaro, A. R. (2018). How to write effective discussion and conclusion sections. Clinical spine surgery, 31(8), 345-346.
• Bunton, D. (2005). The structure of PhD conclusion chapters.  Journal of English for academic purposes ,  4 (3), 207-224.

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Home » Research Paper Conclusion – Writing Guide and Examples

Research Paper Conclusion – Writing Guide and Examples

Table of Contents

Research Paper Conclusion

Definition:

A research paper conclusion is the final section of a research paper that summarizes the key findings, significance, and implications of the research. It is the writer’s opportunity to synthesize the information presented in the paper, draw conclusions, and make recommendations for future research or actions.

The conclusion should provide a clear and concise summary of the research paper, reiterating the research question or problem, the main results, and the significance of the findings. It should also discuss the limitations of the study and suggest areas for further research.

Parts of Research Paper Conclusion

The parts of a research paper conclusion typically include:

Restatement of the Thesis

The conclusion should begin by restating the thesis statement from the introduction in a different way. This helps to remind the reader of the main argument or purpose of the research.

Summary of Key Findings

The conclusion should summarize the main findings of the research, highlighting the most important results and conclusions. This section should be brief and to the point.

Implications and Significance

In this section, the researcher should explain the implications and significance of the research findings. This may include discussing the potential impact on the field or industry, highlighting new insights or knowledge gained, or pointing out areas for future research.

Limitations and Recommendations

It is important to acknowledge any limitations or weaknesses of the research and to make recommendations for how these could be addressed in future studies. This shows that the researcher is aware of the potential limitations of their work and is committed to improving the quality of research in their field.

Concluding Statement

The conclusion should end with a strong concluding statement that leaves a lasting impression on the reader. This could be a call to action, a recommendation for further research, or a final thought on the topic.

How to Write Research Paper Conclusion

Here are some steps you can follow to write an effective research paper conclusion:

• Restate the research problem or question: Begin by restating the research problem or question that you aimed to answer in your research. This will remind the reader of the purpose of your study.
• Summarize the main points: Summarize the key findings and results of your research. This can be done by highlighting the most important aspects of your research and the evidence that supports them.
• Discuss the implications: Discuss the implications of your findings for the research area and any potential applications of your research. You should also mention any limitations of your research that may affect the interpretation of your findings.
• Provide a conclusion : Provide a concise conclusion that summarizes the main points of your paper and emphasizes the significance of your research. This should be a strong and clear statement that leaves a lasting impression on the reader.
• Offer suggestions for future research: Lastly, offer suggestions for future research that could build on your findings and contribute to further advancements in the field.

Remember that the conclusion should be brief and to the point, while still effectively summarizing the key findings and implications of your research.

Example of Research Paper Conclusion

Here’s an example of a research paper conclusion:

Conclusion :

In conclusion, our study aimed to investigate the relationship between social media use and mental health among college students. Our findings suggest that there is a significant association between social media use and increased levels of anxiety and depression among college students. This highlights the need for increased awareness and education about the potential negative effects of social media use on mental health, particularly among college students.

Despite the limitations of our study, such as the small sample size and self-reported data, our findings have important implications for future research and practice. Future studies should aim to replicate our findings in larger, more diverse samples, and investigate the potential mechanisms underlying the association between social media use and mental health. In addition, interventions should be developed to promote healthy social media use among college students, such as mindfulness-based approaches and social media detox programs.

Overall, our study contributes to the growing body of research on the impact of social media on mental health, and highlights the importance of addressing this issue in the context of higher education. By raising awareness and promoting healthy social media use among college students, we can help to reduce the negative impact of social media on mental health and improve the well-being of young adults.

Purpose of Research Paper Conclusion

The purpose of a research paper conclusion is to provide a summary and synthesis of the key findings, significance, and implications of the research presented in the paper. The conclusion serves as the final opportunity for the writer to convey their message and leave a lasting impression on the reader.

The conclusion should restate the research problem or question, summarize the main results of the research, and explain their significance. It should also acknowledge the limitations of the study and suggest areas for future research or action.

Overall, the purpose of the conclusion is to provide a sense of closure to the research paper and to emphasize the importance of the research and its potential impact. It should leave the reader with a clear understanding of the main findings and why they matter. The conclusion serves as the writer’s opportunity to showcase their contribution to the field and to inspire further research and action.

When to Write Research Paper Conclusion

The conclusion of a research paper should be written after the body of the paper has been completed. It should not be written until the writer has thoroughly analyzed and interpreted their findings and has written a complete and cohesive discussion of the research.

Before writing the conclusion, the writer should review their research paper and consider the key points that they want to convey to the reader. They should also review the research question, hypotheses, and methodology to ensure that they have addressed all of the necessary components of the research.

Once the writer has a clear understanding of the main findings and their significance, they can begin writing the conclusion. The conclusion should be written in a clear and concise manner, and should reiterate the main points of the research while also providing insights and recommendations for future research or action.

Characteristics of Research Paper Conclusion

The characteristics of a research paper conclusion include:

• Clear and concise: The conclusion should be written in a clear and concise manner, summarizing the key findings and their significance.
• Comprehensive: The conclusion should address all of the main points of the research paper, including the research question or problem, the methodology, the main results, and their implications.
• Future-oriented : The conclusion should provide insights and recommendations for future research or action, based on the findings of the research.
• Impressive : The conclusion should leave a lasting impression on the reader, emphasizing the importance of the research and its potential impact.
• Objective : The conclusion should be based on the evidence presented in the research paper, and should avoid personal biases or opinions.
• Unique : The conclusion should be unique to the research paper and should not simply repeat information from the introduction or body of the paper.

Advantages of Research Paper Conclusion

The advantages of a research paper conclusion include:

• Summarizing the key findings : The conclusion provides a summary of the main findings of the research, making it easier for the reader to understand the key points of the study.
• Emphasizing the significance of the research: The conclusion emphasizes the importance of the research and its potential impact, making it more likely that readers will take the research seriously and consider its implications.
• Providing recommendations for future research or action : The conclusion suggests practical recommendations for future research or action, based on the findings of the study.
• Providing closure to the research paper : The conclusion provides a sense of closure to the research paper, tying together the different sections of the paper and leaving a lasting impression on the reader.
• Demonstrating the writer’s contribution to the field : The conclusion provides the writer with an opportunity to showcase their contribution to the field and to inspire further research and action.

Limitations of Research Paper Conclusion

While the conclusion of a research paper has many advantages, it also has some limitations that should be considered, including:

• I nability to address all aspects of the research: Due to the limited space available in the conclusion, it may not be possible to address all aspects of the research in detail.
• Subjectivity : While the conclusion should be objective, it may be influenced by the writer’s personal biases or opinions.
• Lack of new information: The conclusion should not introduce new information that has not been discussed in the body of the research paper.
• Lack of generalizability: The conclusions drawn from the research may not be applicable to other contexts or populations, limiting the generalizability of the study.
• Misinterpretation by the reader: The reader may misinterpret the conclusions drawn from the research, leading to a misunderstanding of the findings.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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The conclusion is intended to help the reader understand why your research should matter to them after they have finished reading the paper. A conclusion is not merely a summary of the main topics covered or a re-statement of your research problem, but a synthesis of key points derived from the findings of your study and, if applicable based on your analysis, explain new areas for future research. For most college-level research papers, two or three well-developed paragraphs is sufficient for a conclusion, although in some cases, more paragraphs may be required in describing the key findings and highlighting their significance.

Conclusions. The Writing Center. University of North Carolina; Conclusions. The Writing Lab and The OWL. Purdue University.

Importance of a Good Conclusion

A well-written conclusion provides important opportunities to demonstrate to the reader your understanding of the research problem. These include:

• Presenting the last word on the issues you raised in your paper . Just as the introduction gives a first impression to your reader, the conclusion offers a chance to leave a lasting impression. Do this, for example, by highlighting key findings in your analysis that advance new understanding about the research problem, that are unusual or unexpected, or that have important implications applied to practice.
• Summarizing your thoughts and conveying the larger significance of your study . The conclusion is an opportunity to succinctly re-emphasize  your answer to the "So What?" question by placing the study within the context of how your research advances past studies about the topic.
• Identifying how a gap in the literature has been addressed . The conclusion can be where you describe how a previously identified gap in the literature [first identified in your literature review section] has been addressed by your research and why this contribution is significant.
• Demonstrating the importance of your ideas . Don't be shy. The conclusion offers an opportunity to elaborate on the impact and significance of your findings. This is particularly important if your study approached examining the research problem from an unusual or innovative perspective.
• Introducing possible new or expanded ways of thinking about the research problem . This does not refer to introducing new information [which should be avoided], but to offer new insight and creative approaches for framing or contextualizing the research problem based on the results of your study.

Bunton, David. “The Structure of PhD Conclusion Chapters.” Journal of English for Academic Purposes 4 (July 2005): 207–224; Conclusions. The Writing Center. University of North Carolina; Kretchmer, Paul. Twelve Steps to Writing an Effective Conclusion. San Francisco Edit, 2003-2008; Conclusions. The Writing Lab and The OWL. Purdue University; Assan, Joseph. "Writing the Conclusion Chapter: The Good, the Bad and the Missing." Liverpool: Development Studies Association (2009): 1-8.

Structure and Writing Style

I.  General Rules

The general function of your paper's conclusion is to restate the main argument . It reminds the reader of your main argument(s) strengths and reiterates the most important evidence supporting those argument(s). Do this by clearly summarizing the context, background, and the necessity of examining the research problem in relation to an issue, controversy, or a gap found in the literature. However, make sure that your conclusion is not simply a repetitive summary of the findings. This reduces the impact of the argument(s) you have developed in your paper.

When writing the conclusion to your paper, follow these general rules:

• Present your conclusions in clear, concise language. Re-state the purpose of your study, then describe how your findings differ or support those of other studies and why [i.e., describe what were the unique, new, or crucial contributions your study made to the overall research about your topic].
• Do not simply reiterate your findings or the discussion of your results. Provide a synthesis of arguments presented in the paper to show how these converge to address the research problem and the overall objectives of your study.
• Indicate opportunities for future research if you haven't already done so in the discussion section of your paper. Highlighting the need for further research provides the reader with evidence that you have an in-depth awareness of the research problem but that further analysis should take place beyond the scope of your investigation.

Consider the following points to help ensure your conclusion is presented well:

• If the argument or purpose of your paper is complex, you may need to summarize the argument for your reader.
• If, prior to your conclusion, you have not yet explained the significance of your findings or if you are proceeding inductively, use the end of your paper to describe your main points and explain their significance.
• Move from a detailed to a general level of consideration that returns the topic to the context provided by the introduction or within a new context that emerges from the data [this is opposite of the introduction, which begins with general discussion of the context and ends with a detailed description of the research problem]. 

The conclusion also provides a place for you to persuasively and succinctly restate the research problem, given that the reader has now been presented with all the information about the topic . Depending on the discipline you are writing in, the concluding paragraph may contain your reflections on the evidence presented. However, the nature of being introspective about the research you have conducted will depend on the topic and whether your professor wants you to express your observations in this way. If asked to think introspectively about the topic, do not delve into idle speculation. Being introspective means looking within yourself as an author to try and understand an issue more deeply, not to guess at possible outcomes or make up scenarios not supported by the evidence.

II.  Developing a Compelling Conclusion

Although an effective conclusion needs to be clear and succinct, it does not need to be written passively or lack a compelling narrative. Strategies to help you move beyond merely summarizing the key points of your research paper may include any of the following:

• If your paper addresses a critical, contemporary problem, warn readers of the possible consequences of not attending to the problem proactively based on the evidence presented in your study.
• Recommend a specific course or courses of action that, if adopted, could address a specific problem in practice or in the development of new knowledge leading to positive change.
• Cite a relevant quotation or expert opinion already noted in your paper in order to lend authority and support to the conclusion(s) you have reached [a good source would be from a source cited in your literature review].
• Explain the consequences of your research in a way that elicits action or demonstrates urgency in seeking change.
• Restate a key statistic, fact, or visual image to emphasize the most important finding of your paper.
• If your discipline encourages personal reflection, illustrate your concluding point by drawing from your own life experiences.
• Return to an anecdote, an example, or a quotation that you presented in your introduction, but add further insight derived from the findings of your study; use your interpretation of results from your study to recast it in new or important ways.
• Provide a "take-home" message in the form of a succinct, declarative statement that you want the reader to remember about your study.

III. Problems to Avoid

Failure to be concise Your conclusion section should be concise and to the point. Conclusions that are too lengthy often have unnecessary information in them. The conclusion is not the place for details about your methodology or results. Although you should give a summary of what was learned from your research, this summary should be relatively brief, since the emphasis in the conclusion is on the implications, evaluations, insights, and other forms of analysis that you make. Strategies for writing concisely can be found here .

Failure to comment on larger, more significant issues In the introduction, your task was to move from the general [topic studied within the field of study] to the specific [the research problem]. However, in the conclusion, your task is to move the discussion from specific [your research problem] back to a general discussion framed around the implications and significance of your findings [i.e., how your research contributes new understanding or fills an important gap in the literature]. In short, the conclusion is where you should place your research within a larger context [visualize the structure of your paper as an hourglass--start with a broad introduction and review of the literature, move to the specific method of analysis and the discussion, conclude with a broad summary of the study's implications and significance].

Failure to reveal problems and negative results Negative aspects of the research process should never be ignored. These are problems, deficiencies, or challenges encountered during your study. They should be summarized as a way of qualifying your overall conclusions. If you encountered negative or unintended results [i.e., findings that are validated outside the research context in which they were generated], you must report them in the results section and discuss their implications in the discussion section of your paper. In the conclusion, use negative or surprising results as an opportunity to explain their possible significance and/or how they may form the basis for future research.

Failure to provide a clear summary of what was learned In order to discuss how your research fits within your field of study [and possibly the world at large], you need to summarize briefly and succinctly how it contributes to new knowledge or a new understanding about the research problem. This element of your conclusion may be only a few sentences long, but it often represents the key takeaway for your reader.

Failure to match the objectives of your research Often research objectives in the social and behavioral sciences change while the research is being carried out due to unforeseen factors or unanticipated variables. This is not a problem unless you forget to go back and refine the original objectives in your introduction. As these changes emerge they must be documented so that they accurately reflect what you were trying to accomplish in your research [not what you thought you might accomplish when you began].

Resist the urge to apologize If you've immersed yourself in studying the research problem, you presumably should know a good deal about it [perhaps even more than your professor!]. Nevertheless, by the time you have finished writing, you may be having some doubts about what you have produced. Repress those doubts! Don't undermine your authority as a researcher by saying something like, "This is just one approach to examining this problem; there may be other, much better approaches that...." The overall tone of your conclusion should convey confidence to the reader concerning the validity and realiability of your research.

Assan, Joseph. "Writing the Conclusion Chapter: The Good, the Bad and the Missing." Liverpool: Development Studies Association (2009): 1-8; Concluding Paragraphs. College Writing Center at Meramec. St. Louis Community College; Conclusions. The Writing Center. University of North Carolina; Conclusions. The Writing Lab and The OWL. Purdue University; Freedman, Leora  and Jerry Plotnick. Introductions and Conclusions. The Lab Report. University College Writing Centre. University of Toronto; Leibensperger, Summer. Draft Your Conclusion. Academic Center, the University of Houston-Victoria, 2003; Make Your Last Words Count. The Writer’s Handbook. Writing Center. University of Wisconsin Madison; Miquel, Fuster-Marquez and Carmen Gregori-Signes. “Chapter Six: ‘Last but Not Least:’ Writing the Conclusion of Your Paper.” In Writing an Applied Linguistics Thesis or Dissertation: A Guide to Presenting Empirical Research . John Bitchener, editor. (Basingstoke,UK: Palgrave Macmillan, 2010), pp. 93-105; Tips for Writing a Good Conclusion. Writing@CSU. Colorado State University; Kretchmer, Paul. Twelve Steps to Writing an Effective Conclusion. San Francisco Edit, 2003-2008; Writing Conclusions. Writing Tutorial Services, Center for Innovative Teaching and Learning. Indiana University; Writing: Considering Structure and Organization. Institute for Writing Rhetoric. Dartmouth College.

Writing Tip

Don't Belabor the Obvious!

Avoid phrases like "in conclusion...," "in summary...," or "in closing...." These phrases can be useful, even welcome, in oral presentations. But readers can see by the tell-tale section heading and number of pages remaining that they are reaching the end of your paper. You'll irritate your readers if you belabor the obvious.

Assan, Joseph. "Writing the Conclusion Chapter: The Good, the Bad and the Missing." Liverpool: Development Studies Association (2009): 1-8.

Another Writing Tip

New Insight, Not New Information!

Don't surprise the reader with new information in your conclusion that was never referenced anywhere else in the paper. This is why the conclusion rarely has citations to sources that haven't been referenced elsewhere in your paper. If you have new information to present, add it to the discussion or other appropriate section of the paper. Note that, although no new information is introduced, the conclusion, along with the discussion section, is where you offer your most "original" contributions in the paper; the conclusion is where you describe the value of your research, demonstrate that you understand the material that you have presented, and position your findings within the larger context of scholarship on the topic, including describing how your research contributes new insights to that scholarship.

Assan, Joseph. "Writing the Conclusion Chapter: The Good, the Bad and the Missing." Liverpool: Development Studies Association (2009): 1-8; Conclusions. The Writing Center. University of North Carolina.

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How to Write a Conclusion for a Research Paper

• 3-minute read
• 29th August 2023

If you’re writing a research paper, the conclusion is your opportunity to summarize your findings and leave a lasting impression on your readers. In this post, we’ll take you through how to write an effective conclusion for a research paper and how you can:

·   Reword your thesis statement

·   Highlight the significance of your research

·   Discuss limitations

·   Connect to the introduction

·   End with a thought-provoking statement

Rewording Your Thesis Statement

Begin your conclusion by restating your thesis statement in a way that is slightly different from the wording used in the introduction. Avoid presenting new information or evidence in your conclusion. Just summarize the main points and arguments of your essay and keep this part as concise as possible. Remember that you’ve already covered the in-depth analyses and investigations in the main body paragraphs of your essay, so it’s not necessary to restate these details in the conclusion.

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Highlighting the Significance of Your Research

The conclusion is a good place to emphasize the implications of your research . Avoid ambiguous or vague language such as “I think” or “maybe,” which could weaken your position. Clearly explain why your research is significant and how it contributes to the broader field of study.

Here’s an example from a (fictional) study on the impact of social media on mental health:

Discussing Limitations

Although it’s important to emphasize the significance of your study, you can also use the conclusion to briefly address any limitations you discovered while conducting your research, such as time constraints or a shortage of resources. Doing this demonstrates a balanced and honest approach to your research.

Connecting to the Introduction

In your conclusion, you can circle back to your introduction , perhaps by referring to a quote or anecdote you discussed earlier. If you end your paper on a similar note to how you began it, you will create a sense of cohesion for the reader and remind them of the meaning and significance of your research.

Ending With a Thought-Provoking Statement

Consider ending your paper with a thought-provoking and memorable statement that relates to the impact of your research questions or hypothesis. This statement can be a call to action, a philosophical question, or a prediction for the future (positive or negative). Here’s an example that uses the same topic as above (social media and mental health):

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How to Write a Conclusion for a Research Paper

Table of Contents

Writing a conclusion for a research paper is a critical step that often determines the overall impact and impression the paper leaves on the reader. While some may view the conclusion as a mere formality, it is actually an opportunity to wrap up the main points, provide closure, and leave a lasting impression. In this article, we will explore the importance of a well-crafted conclusion and discuss various tips and strategies to help you write an engaging and impactful conclusion for your research paper.

Introduction

Before delving into the specifics of writing a conclusion, it is important to understand why it is such a crucial component of a research paper. The conclusion serves to summarize the main points of the paper and reemphasize their significance. A well-written conclusion can leave the reader satisfied and inspired, while a poorly executed one may undermine the credibility of the entire paper. Therefore, it is essential to give careful thought and attention to crafting an effective conclusion.

When writing a research paper, the conclusion acts as the final destination for the reader. It is the point where all the information, arguments, and evidence presented throughout the paper converge. Just as a traveler reaches the end of a journey, the reader reaches the conclusion to find closure and a sense of fulfillment. This is why the conclusion should not be taken lightly; it is a critical opportunity to leave a lasting impact on the reader.

Moreover, the conclusion is not merely a repetition of the introduction or a summary of the main points. It goes beyond that by providing a deeper understanding of the research findings and their implications. It allows the writer to reflect on the significance of their work and its potential contributions to the field. By doing so, the conclusion elevates the research paper from a mere collection of facts to a thought-provoking piece of scholarship.

In the following sections, we will explore various strategies and techniques for crafting a compelling conclusion. By understanding the importance of the conclusion and learning how to write one effectively, you will be equipped to create impactful research papers.

Structuring the Conclusion

In order to create an effective conclusion, it is important to consider its structure. A well-structured conclusion should begin by restating the thesis statement and summarizing the main points of the paper. It should then move on to provide a concise synthesis of the key findings and arguments, highlighting their implications and relevance. Finally, the conclusion should end with a thought-provoking statement that leaves the reader with a lasting impression.

Additionally, using phrases like "this research demonstrates," "the findings show," or "it is clear that" can help to highlight the significance of your research and emphasize your main conclusions.

Tips for Writing an Engaging Conclusion

Writing an engaging conclusion requires careful consideration and attention to detail. Here are some tips to help you create an impactful conclusion for your research paper:

• Revisit the Introduction: Start your conclusion by referencing your introduction. Remind the reader of the research question or problem you initially posed and show how your research has addressed it.
• Summarize Your Main Points: Provide a concise summary of the main points and arguments presented in your paper. Be sure to restate your thesis statement and highlight the key findings.
• Offer a Fresh Perspective: Use the conclusion as an opportunity to provide a fresh perspective or offer insights that go beyond the main body of the paper. This will leave the reader with something new to consider.
• Leave a Lasting Impression: End your conclusion with a thought-provoking statement or a call to action. This will leave a lasting impression on the reader and encourage further exploration of the research topic.

Addressing Counter Arguments In Conclusion

While crafting your conclusion, you can address any potential counterarguments or limitations of your research. This will demonstrate that you have considered alternative perspectives and have taken them into account in your conclusions. By acknowledging potential counterarguments, you can strengthen the credibility and validity of your research. And by openly discussing limitations, you demonstrate transparency and honesty in your research process.

Language and Tone To Be Used In Conclusion

The language and tone of your conclusion play a crucial role in shaping the overall impression of your research paper. It is important to use clear and concise language that is appropriate for the academic context. Avoid using overly informal or colloquial language that may undermine the credibility of your research. Additionally, consider the tone of your conclusion – it should be professional, confident, and persuasive, while still maintaining a respectful and objective tone.

When it comes to the language used in your conclusion, precision is key. You want to ensure that your ideas are communicated effectively and that there is no room for misinterpretation. Using clear and concise language will not only make your conclusion easier to understand but will also demonstrate your command of the subject matter.

Furthermore, it is important to strike the right balance between formality and accessibility. While academic writing typically requires a more formal tone, you should still aim to make your conclusion accessible to a wider audience. This means avoiding jargon or technical terms that may confuse readers who are not familiar with the subject matter. Instead, opt for language that is clear and straightforward, allowing anyone to grasp the main points of your research.

Another aspect to consider is the tone of your conclusion. The tone should reflect the confidence you have in your research findings and the strength of your argument. By adopting a professional and confident tone, you are more likely to convince your readers of the validity and importance of your research. However, it is crucial to strike a balance and avoid sounding arrogant or dismissive of opposing viewpoints. Maintaining a respectful and objective tone will help you engage with your audience in a more persuasive manner.

Moreover, the tone of your conclusion should align with the overall tone of your research paper. Consistency in tone throughout your paper will create a cohesive and unified piece of writing.

Common Mistakes to Avoid While Writing a Conclusion

When writing a conclusion, there are several common mistakes that researchers often make. By being aware of these pitfalls, you can avoid them and create a more effective conclusion for your research paper. Some common mistakes include:

• Repeating the Introduction: A conclusion should not simply be a reworded version of the introduction. While it is important to revisit the main points, try to present them in a fresh and broader perspective, by foregrounding the implications/impacts of your research.
• Introducing New Information: The conclusion should not introduce any new information or arguments. Instead, it should focus on summarizing and synthesizing the main points presented in the paper.
• Being Vague or General: Avoid using vague or general statements in your conclusion. Instead, be specific and provide concrete examples or evidence to support your main points.
• Ending Abruptly: A conclusion should provide a sense of closure and completeness. Avoid ending your conclusion abruptly or leaving the reader with unanswered questions.

Editing and Revising the Conclusion

Just like the rest of your research paper, the conclusion should go through a thorough editing and revising process. This will help to ensure clarity, coherence, and impact in the conclusion. As you revise your conclusion, consider the following:

• Check for Consistency: Ensure that your conclusion aligns with the main body of the paper and does not introduce any new or contradictory information.
• Eliminate Redundancy: Remove any repetitive or redundant information in your conclusion. Instead, focus on presenting the key points in a concise and engaging manner.
• Proofread for Clarity: Read your conclusion aloud or ask someone else to read it to ensure that it is clear and understandable. Check for any grammatical or spelling errors that may distract the reader.
• Seek Feedback: Consider sharing your conclusion with peers or mentors to get their feedback and insights. This can help you strengthen your conclusion and make it more impactful.

How to Write Conclusion as a Call to Action

Finally, consider using your conclusion as a call to action. Encourage the reader to take further action, such as conducting additional research or considering the implications of your findings. By providing a clear call to action, you can inspire the reader to actively engage with your research and continue the conversation on the topic.

Adapting to Different Research Paper Types

It is important to adapt your conclusion approach based on the type of research paper you are writing. Different research paper types may require different strategies and approaches to writing the conclusion. For example, a scientific research paper may focus more on summarizing the key findings and implications, while a persuasive research paper may emphasize the call to action and the potential impact of the research. Tailor your conclusion to suit the specific goals and requirements of your research paper.

Final Thoughts

A well-crafted conclusion can leave a lasting impression on the reader and enhance the impact of your research. By following the tips and strategies outlined in this article, you can create an engaging and impactful conclusion that effectively summarizes your main points, addresses potential counterarguments, and leaves the reader with a sense of closure and inspiration. Embrace the importance of the conclusion and view it as an opportunity to showcase the significance and relevance of your research.

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How to write a strong conclusion for your research paper

Last updated

17 February 2024

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Writing a research paper is a chance to share your knowledge and hypothesis. It's an opportunity to demonstrate your many hours of research and prove your ability to write convincingly.

Ideally, by the end of your research paper, you'll have brought your readers on a journey to reach the conclusions you've pre-determined. However, if you don't stick the landing with a good conclusion, you'll risk losing your reader’s trust.

Writing a strong conclusion for your research paper involves a few important steps, including restating the thesis and summing up everything properly.

Find out what to include and what to avoid, so you can effectively demonstrate your understanding of the topic and prove your expertise.

• Why is a good conclusion important?

A good conclusion can cement your paper in the reader’s mind. Making a strong impression in your introduction can draw your readers in, but it's the conclusion that will inspire them.

• What to include in a research paper conclusion

There are a few specifics you should include in your research paper conclusion. Offer your readers some sense of urgency or consequence by pointing out why they should care about the topic you have covered. Discuss any common problems associated with your topic and provide suggestions as to how these problems can be solved or addressed.

The conclusion should include a restatement of your initial thesis. Thesis statements are strengthened after you’ve presented supporting evidence (as you will have done in the paper), so make a point to reintroduce it at the end.

Finally, recap the main points of your research paper, highlighting the key takeaways you want readers to remember. If you've made multiple points throughout the paper, refer to the ones with the strongest supporting evidence.

• Steps for writing a research paper conclusion

Many writers find the conclusion the most challenging part of any research project . By following these three steps, you'll be prepared to write a conclusion that is effective and concise.

• Step 1: Restate the problem

Always begin by restating the research problem in the conclusion of a research paper. This serves to remind the reader of your hypothesis and refresh them on the main point of the paper. 

When restating the problem, take care to avoid using exactly the same words you employed earlier in the paper.

• Step 2: Sum up the paper

After you've restated the problem, sum up the paper by revealing your overall findings. The method for this differs slightly, depending on whether you're crafting an argumentative paper or an empirical paper.

Argumentative paper: Restate your thesis and arguments

Argumentative papers involve introducing a thesis statement early on. In crafting the conclusion for an argumentative paper, always restate the thesis, outlining the way you've developed it throughout the entire paper.

It might be appropriate to mention any counterarguments in the conclusion, so you can demonstrate how your thesis is correct or how the data best supports your main points.

Empirical paper: Summarize research findings

Empirical papers break down a series of research questions. In your conclusion, discuss the findings your research revealed, including any information that surprised you.

Be clear about the conclusions you reached, and explain whether or not you expected to arrive at these particular ones.

• Step 3: Discuss the implications of your research

Argumentative papers and empirical papers also differ in this part of a research paper conclusion. Here are some tips on crafting conclusions for argumentative and empirical papers.

Argumentative paper: Powerful closing statement

In an argumentative paper, you'll have spent a great deal of time expressing the opinions you formed after doing a significant amount of research. Make a strong closing statement in your argumentative paper's conclusion to share the significance of your work.

You can outline the next steps through a bold call to action, or restate how powerful your ideas turned out to be.

Empirical paper: Directions for future research

Empirical papers are broader in scope. They usually cover a variety of aspects and can include several points of view.

To write a good conclusion for an empirical paper, suggest the type of research that could be done in the future, including methods for further investigation or outlining ways other researchers might proceed.

If you feel your research had any limitations, even if they were outside your control, you could mention these in your conclusion.

After you finish outlining your conclusion, ask someone to read it and offer feedback. In any research project you're especially close to, it can be hard to identify problem areas. Having a close friend or someone whose opinion you value read the research paper and provide honest feedback can be invaluable. Take note of any suggested edits and consider incorporating them into your paper if they make sense.

• Things to avoid in a research paper conclusion

Keep these aspects to avoid in mind as you're writing your conclusion and refer to them after you've created an outline.

Dry summary

Writing a memorable, succinct conclusion is arguably more important than a strong introduction. Take care to avoid just rephrasing your main points, and don't fall into the trap of repeating dry facts or citations.

You can provide a new perspective for your readers to think about or contextualize your research. Either way, make the conclusion vibrant and interesting, rather than a rote recitation of your research paper’s highlights.

Clichéd or generic phrasing

Your research paper conclusion should feel fresh and inspiring. Avoid generic phrases like "to sum up" or "in conclusion." These phrases tend to be overused, especially in an academic context and might turn your readers off.

The conclusion also isn't the time to introduce colloquial phrases or informal language. Retain a professional, confident tone consistent throughout your paper’s conclusion so it feels exciting and bold.

New data or evidence

While you should present strong data throughout your paper, the conclusion isn't the place to introduce new evidence. This is because readers are engaged in actively learning as they read through the body of your paper.

By the time they reach the conclusion, they will have formed an opinion one way or the other (hopefully in your favor!). Introducing new evidence in the conclusion will only serve to surprise or frustrate your reader.

Ignoring contradictory evidence

If your research reveals contradictory evidence, don't ignore it in the conclusion. This will damage your credibility as an expert and might even serve to highlight the contradictions.

Be as transparent as possible and admit to any shortcomings in your research, but don't dwell on them for too long.

Ambiguous or unclear resolutions

The point of a research paper conclusion is to provide closure and bring all your ideas together. You should wrap up any arguments you introduced in the paper and tie up any loose ends, while demonstrating why your research and data are strong.

Use direct language in your conclusion and avoid ambiguity. Even if some of the data and sources you cite are inconclusive or contradictory, note this in your conclusion to come across as confident and trustworthy.

• Examples of research paper conclusions

Your research paper should provide a compelling close to the paper as a whole, highlighting your research and hard work. While the conclusion should represent your unique style, these examples offer a starting point:

Ultimately, the data we examined all point to the same conclusion: Encouraging a good work-life balance improves employee productivity and benefits the company overall. The research suggests that when employees feel their personal lives are valued and respected by their employers, they are more likely to be productive when at work. In addition, company turnover tends to be reduced when employees have a balance between their personal and professional lives. While additional research is required to establish ways companies can support employees in creating a stronger work-life balance, it's clear the need is there.

Social media is a primary method of communication among young people. As we've seen in the data presented, most young people in high school use a variety of social media applications at least every hour, including Instagram and Facebook. While social media is an avenue for connection with peers, research increasingly suggests that social media use correlates with body image issues. Young girls with lower self-esteem tend to use social media more often than those who don't log onto social media apps every day. As new applications continue to gain popularity, and as more high school students are given smartphones, more research will be required to measure the effects of prolonged social media use.

What are the different kinds of research paper conclusions?

There are no formal types of research paper conclusions. Ultimately, the conclusion depends on the outline of your paper and the type of research you’re presenting. While some experts note that research papers can end with a new perspective or commentary, most papers should conclude with a combination of both. The most important aspect of a good research paper conclusion is that it accurately represents the body of the paper.

Can I present new arguments in my research paper conclusion?

Research paper conclusions are not the place to introduce new data or arguments. The body of your paper is where you should share research and insights, where the reader is actively absorbing the content. By the time a reader reaches the conclusion of the research paper, they should have formed their opinion. Introducing new arguments in the conclusion can take a reader by surprise, and not in a positive way. It might also serve to frustrate readers.

How long should a research paper conclusion be?

There's no set length for a research paper conclusion. However, it's a good idea not to run on too long, since conclusions are supposed to be succinct. A good rule of thumb is to keep your conclusion around 5 to 10 percent of the paper's total length. If your paper is 10 pages, try to keep your conclusion under one page.

What should I include in a research paper conclusion?

A good research paper conclusion should always include a sense of urgency, so the reader can see how and why the topic should matter to them. You can also note some recommended actions to help fix the problem and some obstacles they might encounter. A conclusion should also remind the reader of the thesis statement, along with the main points you covered in the paper. At the end of the conclusion, add a powerful closing statement that helps cement the paper in the mind of the reader.

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Topic Guide - Developing Your Research Study

• Purpose of Guide
• Flaws to Avoid
• Independent and Dependent Variables
• Glossary of Research Terms
• Reading Research Effectively
• Narrowing a Topic Idea
• Broadening a Topic Idea
• Extending the Timeliness of a Topic Idea
• Academic Writing Style
• Choosing a Title
• Making an Outline
• Paragraph Development
• APA 7th Edition
• Executive Summary
• The C.A.R.S. Model
• Background Information
• The Research Problem/Question
• Theoretical Framework
• Citation Tracking
• Content Alert Services
• Evaluating Sources
• Primary Sources
• Secondary Sources
• Tiertiary Sources
• What Is Scholarly vs. Popular?
• Qualitative Methods
• Quantitative Methods
• Using Non-Textual Elements
• Limitations of the Study

Importance of a Good Conclusion

Structure and writing style, writing tip, another writing tip.

• 10. Proofreading Your Paper
• Writing Concisely
• Common Grammar Mistakes
• Avoiding Plagiarism
• Footnotes or Endnotes?
• Further Readings
• Annotated Bibliography
• Types of Structured Group Activities
• Group Project Survival Skills
• Multiple Book Review Essay
• Reviewing Collected Works
• Writing a Case Study
• Writing a Research Proposal
• Bibliography

The conclusion is intended to help the reader understand why your research should matter to them after they have finished reading the paper. A conclusion is not merely a summary of the main topics covered or a re-statement of your research problem, but a synthesis of key points and, if applicable, where you recommend new areas for future research. For most college-level research papers, one or two well-developed paragraphs is sufficient for a conclusion, although in some cases, three or more paragraphs may be required.

Conclusions . The Writing Center. University of North Carolina; Conclusions . The Writing Lab and The OWL. Purdue University.

A well-written conclusion provides you with important opportunities to demonstrate to the reader your understanding of the research problem. These include:

• Presenting the last word on the issues you raised in your paper . Just as the introduction gives a first impression to your reader, the conclusion offers a chance to leave a lasting impression. Do this, for example, by highlighting key findings in your analysis or result section or by noting important or unexpected implications applied to practice.
• Summarizing your thoughts and conveying the larger significance of your study . The conclusion is an opportunity to succinctly answer [or in some cases, to re-emphasize]  the "So What?" question by placing the study within the context of how your research advances past research about the topic.
• Identifying how a gap in the literature has been addressed . The conclusion can be where you describe how a previously identified gap in the literature [described in your literature review section] has been filled by your research.
• Demonstrating the importance of your ideas . Don't be shy. The conclusion offers you the opportunity to elaborate on the impact and significance of your findings.
• Introducing possible new or expanded ways of thinking about the research problem . This does not refer to introducing new information [which should be avoided], but to offer new insight and creative approaches for framing or contextualizing the research problem based on the results of your study.

Bunton, David. “The Structure of PhD Conclusion Chapters.” Journal of English for Academic Purposes 4 (July 2005): 207–224; Conclusions . The Writing Center. University of North Carolina; Kretchmer, Paul. Twelve Steps to Writing an Effective Conclusion . San Francisco Edit, 2003-2008; Conclusions . The Writing Lab and The OWL. Purdue University.

I.  General Rules

The function of your paper's conclusion is to restate the main argument . It reminds the reader of the strengths of your main argument(s) and reiterates the most important evidence supporting those argument(s). Do this by stating clearly the context, background, and necessity of pursuing the research problem you investigated in relation to an issue, controversy, or a gap found in the literature. Make sure, however, that your conclusion is not simply a repetitive summary of the findings. This reduces the impact of the argument(s) you have developed in your essay.

When writing the conclusion to your paper, follow these general rules:

• State your conclusions in clear, simple language. Re-state the purpose of your study then state how your findings differ or support those of other studies and why [i.e., what were the unique or new contributions your study made to the overall research about your topic?].
• Do not simply reiterate your results or the discussion of your results. Provide a synthesis of arguments presented in the paper to show how these converge to address the research problem and the overall objectives of your study
• Indicate opportunities for future research if you haven't already done so in the discussion section of your paper. Highlighting the need for further research provides the reader with evidence that you have an in-depth awareness of the research problem.

Consider the following points to help ensure your conclusion is presented well:

• If the argument or purpose of your paper is complex, you may need to summarize the argument for your reader.
• If, prior to your conclusion, you have not yet explained the significance of your findings or if you are proceeding inductively, use the end of your paper to describe your main points and explain their significance.
• Move from a detailed to a general level of consideration that returns the topic to the context provided by the introduction or within a new context that emerges from the data.

The conclusion also provides a place for you to persuasively and succinctly restate your research problem, given that the reader has now been presented with all the information about the topic . Depending on the discipline you are writing in, the concluding paragraph may contain your reflections on the evidence presented, or on the essay's central research problem. However, the nature of being introspective about the research you have done will depend on the topic and whether your professor wants you to express your observations in this way.

NOTE : If asked to think introspectively about the topics, do not delve into idle speculation. Being introspective means looking within yourself as an author to try and understand an issue more deeply, not to guess at possible outcomes or make up scenarios not supported by evidence.

II.  Developing a Compelling Conclusion

Although an effective conclusion needs to be clear and succinct, it does not need to be written passively or lack a compelling narrative. Strategies to help you move beyond merely summarizing the key points of your research paper may include any of the following strategies:

• If your essay deals with a contemporary problem, warn readers of the possible consequences of not attending to the problem.
• Recommend a specific course or courses of action that, if adopted, could address a specific problem in practice or in the development of new knowledge.
• Cite a relevant quotation or expert opinion already noted in your paper in order to lend authority to the conclusion you have reached [a good place to look is research from your literature review].
• Explain the consequences of your research in a way that elicits action or demonstrates urgency in seeking change.
• Restate a key statistic, fact, or visual image to emphasize the ultimate point of your paper.
• If your discipline encourages personal reflection, illustrate your concluding point with a relevant narrative drawn from your own life experiences.
• Return to an anecdote, an example, or a quotation that you presented in your introduction, but add further insight derived from the findings of your study; use your interpretation of results to recast it in new or important ways.
• Provide a "take-home" message in the form of a strong, succinct statement that you want the reader to remember about your study.

III. Problems to Avoid

Failure to be concise Your conclusion section should be concise and to the point. Conclusions that are too lengthy often have unnecessary information in them. The conclusion is not the place for details about your methodology or results. Although you should give a summary of what was learned from your research, this summary should be relatively brief, since the emphasis in the conclusion is on the implications, evaluations, insights, and other forms of analysis that you make. Strategies for writing concisely can be found here .

Failure to comment on larger, more significant issues In the introduction, your task was to move from the general [the field of study] to the specific [the research problem]. However, in the conclusion, your task is to move from a specific discussion [your research problem] back to a general discussion [i.e., how your research contributes new understanding or fills an important gap in the literature]. In short, the conclusion is where you should place your research within a larger context [visualize your paper as an hourglass--start with a broad introduction and review of the literature, move to the specific analysis and discussion, conclude with a broad summary of the study's implications and significance].

Failure to reveal problems and negative results Negative aspects of the research process should never be ignored. Problems, drawbacks, and challenges encountered during your study should be summarized as a way of qualifying your overall conclusions. If you encountered negative or unintended results [i.e., findings that are validated outside the research context in which they were generated], you must report them in the results section and discuss their implications in the discussion section of your paper. In the conclusion, use your summary of the negative results as an opportunity to explain their possible significance and/or how they may form the basis for future research.

Failure to provide a clear summary of what was learned In order to be able to discuss how your research fits back into your field of study [and possibly the world at large], you need to summarize briefly and succinctly how it contributes to new knowledge or a new understanding about the research problem. This element of your conclusion may be only a few sentences long.

Failure to match the objectives of your research Often research objectives in the social sciences change while the research is being carried out. This is not a problem unless you forget to go back and refine the original objectives in your introduction. As these changes emerge they must be documented so that they accurately reflect what you were trying to accomplish in your research [not what you thought you might accomplish when you began].

Resist the urge to apologize If you've immersed yourself in studying the research problem, you presumably should know a good deal about it [perhaps even more than your professor!]. Nevertheless, by the time you have finished writing, you may be having some doubts about what you have produced. Repress those doubts! Don't undermine your authority by saying something like, "This is just one approach to examining this problem; there may be other, much better approaches that...." The overall tone of your conclusion should convey confidence to the reader.

Assan, Joseph. Writing the Conclusion Chapter: The Good, the Bad and the Missing . Department of Geography, University of Liverpool; Concluding Paragraphs . College Writing Center at Meramec. St. Louis Community College; Conclusions . The Writing Center. University of North Carolina; Conclusions . The Writing Lab and The OWL. Purdue University; Freedman, Leora  and Jerry Plotnick. Introductions and Conclusions . The Lab Report. University College Writing Centre. University of Toronto; Leibensperger, Summer. Draft Your Conclusion . Academic Center, the University of Houston-Victoria, 2003; Make Your Last Words Count . The Writer’s Handbook. Writing Center. University of Wisconsin, Madison; Tips for Writing a Good Conclusion . Writing@CSU. Colorado State University; Kretchmer, Paul. Twelve Steps to Writing an Effective Conclusion . San Francisco Edit, 2003-2008; Writing Conclusions . Writing Tutorial Services, Center for Innovative Teaching and Learning. Indiana University; Writing: Considering Structure and Organization . Institute for Writing Rhetoric. Dartmouth College.

Don't Belabor the Obvious!

Avoid phrases like "in conclusion...," "in summary...," or "in closing...." These phrases can be useful, even welcome, in oral presentations. But readers can see by the tell-tale section heading and number of pages remaining to read, when an essay is about to end. You'll irritate your readers if you belabor the obvious.

New Insight, Not New Information!

Don't surprise the reader with new information in your conclusion that was never referenced anywhere else in the paper. If you have new information to present, add it to the discussion or other appropriate section of the paper. Note that, although no actual new information is introduced, the conclusion, along with the discussion section, is where you offer your most "original" contributions in the paper; the conclusion is where you describe the value of your research, demonstrate that you understand the material that you’ve presented, and locate your findings within the larger context of scholarship on the topic, including describing how your research contributes new insights or value to that scholarship.

Assan, Joseph. Writing the Conclusion Chapter: The Good, the Bad and the Missing . Department of Geography, University of Liverpool; Conclusions . The Writing Center. University of North Carolina.

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In a short paper—even a research paper—you don’t need to provide an exhaustive summary as part of your conclusion. But you do need to make some kind of transition between your final body paragraph and your concluding paragraph. This may come in the form of a few sentences of summary. Or it may come in the form of a sentence that brings your readers back to your thesis or main idea and reminds your readers where you began and how far you have traveled.

So, for example, in a paper about the relationship between ADHD and rejection sensitivity, Vanessa Roser begins by introducing readers to the fact that researchers have studied the relationship between the two conditions and then provides her explanation of that relationship. Here’s her thesis: “While socialization may indeed be an important factor in RS, I argue that individuals with ADHD may also possess a neurological predisposition to RS that is exacerbated by the differing executive and emotional regulation characteristic of ADHD.”

In her final paragraph, Roser reminds us of where she started by echoing her thesis: “This literature demonstrates that, as with many other conditions, ADHD and RS share a delicately intertwined pattern of neurological similarities that is rooted in the innate biology of an individual’s mind, a connection that cannot be explained in full by the behavioral mediation hypothesis.”  

Highlight the “so what”  

At the beginning of your paper, you explain to your readers what’s at stake—why they should care about the argument you’re making. In your conclusion, you can bring readers back to those stakes by reminding them why your argument is important in the first place. You can also draft a few sentences that put those stakes into a new or broader context.

In the conclusion to her paper about ADHD and RS, Roser echoes the stakes she established in her introduction—that research into connections between ADHD and RS has led to contradictory results, raising questions about the “behavioral mediation hypothesis.”

She writes, “as with many other conditions, ADHD and RS share a delicately intertwined pattern of neurological similarities that is rooted in the innate biology of an individual’s mind, a connection that cannot be explained in full by the behavioral mediation hypothesis.”  

Leave your readers with the “now what”  

After the “what” and the “so what,” you should leave your reader with some final thoughts. If you have written a strong introduction, your readers will know why you have been arguing what you have been arguing—and why they should care. And if you’ve made a good case for your thesis, then your readers should be in a position to see things in a new way, understand new questions, or be ready for something that they weren’t ready for before they read your paper.

In her conclusion, Roser offers two “now what” statements. First, she explains that it is important to recognize that the flawed behavioral mediation hypothesis “seems to place a degree of fault on the individual. It implies that individuals with ADHD must have elicited such frequent or intense rejection by virtue of their inadequate social skills, erasing the possibility that they may simply possess a natural sensitivity to emotion.” She then highlights the broader implications for treatment of people with ADHD, noting that recognizing the actual connection between rejection sensitivity and ADHD “has profound implications for understanding how individuals with ADHD might best be treated in educational settings, by counselors, family, peers, or even society as a whole.”

To find your own “now what” for your essay’s conclusion, try asking yourself these questions:

• What can my readers now understand, see in a new light, or grapple with that they would not have understood in the same way before reading my paper? Are we a step closer to understanding a larger phenomenon or to understanding why what was at stake is so important?  
• What questions can I now raise that would not have made sense at the beginning of my paper? Questions for further research? Other ways that this topic could be approached?  
• Are there other applications for my research? Could my questions be asked about different data in a different context? Could I use my methods to answer a different question?  
• What action should be taken in light of this argument? What action do I predict will be taken or could lead to a solution?  
• What larger context might my argument be a part of?  

What to avoid in your conclusion  

• a complete restatement of all that you have said in your paper.  
• a substantial counterargument that you do not have space to refute; you should introduce counterarguments before your conclusion.  
• an apology for what you have not said. If you need to explain the scope of your paper, you should do this sooner—but don’t apologize for what you have not discussed in your paper.  
• fake transitions like “in conclusion” that are followed by sentences that aren’t actually conclusions. (“In conclusion, I have now demonstrated that my thesis is correct.”)
• picture_as_pdf Conclusions

Organizing Academic Research Papers: 9. The Conclusion

• Purpose of Guide
• Design Flaws to Avoid
• Glossary of Research Terms
• Narrowing a Topic Idea
• Broadening a Topic Idea
• Extending the Timeliness of a Topic Idea
• Academic Writing Style
• Choosing a Title
• Making an Outline
• Paragraph Development
• Executive Summary
• Background Information
• The Research Problem/Question
• Theoretical Framework
• Citation Tracking
• Content Alert Services
• Evaluating Sources
• Primary Sources
• Secondary Sources
• Tertiary Sources
• What Is Scholarly vs. Popular?
• Qualitative Methods
• Quantitative Methods
• Using Non-Textual Elements
• Limitations of the Study
• Common Grammar Mistakes
• Avoiding Plagiarism
• Footnotes or Endnotes?
• Further Readings
• Annotated Bibliography
• Dealing with Nervousness
• Using Visual Aids
• Grading Someone Else's Paper
• How to Manage Group Projects
• Multiple Book Review Essay
• Reviewing Collected Essays
• About Informed Consent
• Writing Field Notes
• Writing a Policy Memo
• Writing a Research Proposal
• Acknowledgements

The conclusion is intended to help the reader understand why your research should matter to them after they have finished reading the paper. A conclusion is not merely a summary of your points or a re-statement of your research problem but a synthesis of key points. For most essays, one well-developed paragraph is sufficient for a conclusion, although in some cases, a two-or-three paragraph conclusion may be required.

Importance of a Good Conclusion

A well-written conclusion provides you with several important opportunities to demonstrate your overall understanding of the research problem to the reader. These include:

• Presenting the last word on the issues you raised in your paper . Just as the introduction gives a first impression to your reader, the conclusion offers a chance to leave a lasting impression. Do this, for example, by highlighting key points in your analysis or findings.
• Summarizing your thoughts and conveying the larger implications of your study . The conclusion is an opportunity to succinctly answer the "so what?" question by placing the study within the context of past research about the topic you've investigated.
• Demonstrating the importance of your ideas . Don't be shy. The conclusion offers you a chance to elaborate on the significance of your findings.
• Introducing possible new or expanded ways of thinking about the research problem . This does not refer to introducing new information [which should be avoided], but to offer new insight and creative approaches for framing/contextualizing the research problem based on the results of your study.

Conclusions . The Writing Center. University of North Carolina; Kretchmer, Paul. Twelve Steps to Writing an Effective Conclusion . San Francisco Edit, 2003-2008.

Structure and Writing Style

https://writing.wisc.edu/wp-content/uploads/sites/535/2018/07/conclusions_uwmadison_writingcenter_aug2012.pdf I.  General Rules

When writing the conclusion to your paper, follow these general rules:

• State your conclusions in clear, simple language.
• Do not simply reiterate your results or the discussion.
• Indicate opportunities for future research, as long as you haven't already done so in the discussion section of your paper.

The function of your paper's conclusion is to restate the main argument . It reminds the reader of the strengths of your main argument(s) and reiterates the most important evidence supporting those argument(s). Make sure, however, that your conclusion is not simply a repetitive summary of the findings because this reduces the impact of the argument(s) you have developed in your essay.

Consider the following points to help ensure your conclusion is appropriate:

• If the argument or point of your paper is complex, you may need to summarize the argument for your reader.
• If, prior to your conclusion, you have not yet explained the significance of your findings or if you are proceeding inductively, use the end of your paper to describe your main points and explain their significance.
• Move from a detailed to a general level of consideration that returns the topic to the context provided by the introduction or within a new context that emerges from the data.

The conclusion also provides a place for you to persuasively and succinctly restate your research problem, given that the reader has now been presented with all the information about the topic . Depending on the discipline you are writing in, the concluding paragraph may contain your reflections on the evidence presented, or on the essay's central research problem. However, the nature of being introspective about the research you have done will depend on the topic and whether your professor wants you to express your observations in this way.

NOTE : Don't delve into idle speculation. Being introspective means looking within yourself as an author to try and understand an issue more deeply not to guess at possible outcomes.

II.  Developing a Compelling Conclusion

Strategies to help you move beyond merely summarizing the key points of your research paper may include any of the following.

• If your essay deals with a contemporary problem, warn readers of the possible consequences of not attending to the problem.
• Recommend a specific course or courses of action.
• Cite a relevant quotation or expert opinion to lend authority to the conclusion you have reached [a good place to look is research from your literature review].
• Restate a key statistic, fact, or visual image to drive home the ultimate point of your paper.
• If your discipline encourages personal reflection, illustrate your concluding point with a relevant narrative drawn from your own life experiences.
• Return to an anecdote, an example, or a quotation that you introduced in your introduction, but add further insight that is derived from the findings of your study; use your interpretation of results to reframe it in new ways.
• Provide a "take-home" message in the form of a strong, succient statement that you want the reader to remember about your study.

III. Problems to Avoid Failure to be concise The conclusion section should be concise and to the point. Conclusions that are too long often have unnecessary detail. The conclusion section is not the place for details about your methodology or results. Although you should give a summary of what was learned from your research, this summary should be relatively brief, since the emphasis in the conclusion is on the implications, evaluations, insights, etc. that you make. Failure to comment on larger, more significant issues In the introduction, your task was to move from general [the field of study] to specific [your research problem]. However, in the conclusion, your task is to move from specific [your research problem] back to general [your field, i.e., how your research contributes new understanding or fills an important gap in the literature]. In other words, the conclusion is where you place your research within a larger context. Failure to reveal problems and negative results Negative aspects of the research process should never be ignored. Problems, drawbacks, and challenges encountered during your study should be included as a way of qualifying your overall conclusions. If you encountered negative results [findings that are validated outside the research context in which they were generated], you must report them in the results section of your paper. In the conclusion, use the negative results as an opportunity to explain how they provide information on which future research can be based. Failure to provide a clear summary of what was learned In order to be able to discuss how your research fits back into your field of study [and possibly the world at large], you need to summarize it briefly and directly. Often this element of your conclusion is only a few sentences long. Failure to match the objectives of your research Often research objectives change while the research is being carried out. This is not a problem unless you forget to go back and refine your original objectives in your introduction, as these changes emerge they must be documented so that they accurately reflect what you were trying to accomplish in your research [not what you thought you might accomplish when you began].

Resist the urge to apologize If you've immersed yourself in studying the research problem, you now know a good deal about it, perhaps even more than your professor! Nevertheless, by the time you have finished writing, you may be having some doubts about what you have produced. Repress those doubts!  Don't undermine your authority by saying something like, "This is just one approach to examining this problem; there may be other, much better approaches...."

Concluding Paragraphs. College Writing Center at Meramec. St. Louis Community College; Conclusions . The Writing Center. University of North Carolina; Conclusions . The Writing Lab and The OWL. Purdue University; Freedman, Leora  and Jerry Plotnick. Introductions and Conclusions . The Lab Report. University College Writing Centre. University of Toronto; Leibensperger, Summer. Draft Your Conclusion. Academic Center, the University of Houston-Victoria, 2003; Make Your Last Words Count . The Writer’s Handbook. Writing Center. University of Wisconsin, Madison; Tips for Writing a Good Conclusion . Writing@CSU. Colorado State University; Kretchmer, Paul. Twelve Steps to Writing an Effective Conclusion . San Francisco Edit, 2003-2008; Writing Conclusions . Writing Tutorial Services, Center for Innovative Teaching and Learning. Indiana University; Writing: Considering Structure and Organization . Institute for Writing Rhetoric. Dartmouth College.

Writing Tip

Don't Belabor the Obvious!

Avoid phrases like "in conclusion...," "in summary...," or "in closing...." These phrases can be useful, even welcome, in oral presentations. But readers can see by the tell-tale section heading and number of pages remaining to read, when an essay is about to end. You'll irritate your readers if you belabor the obvious.

Another Writing Tip

New Insight, Not New Information!

Don't surprise the reader with new information in your Conclusion that was never referenced anywhere else in the paper. If you have new information to present, add it to the Discussion or other appropriate section of the paper.  Note that, although no actual new information is introduced, the conclusion is where you offer your most "original" contributions in the paper; it's where you describe the value of your research, demonstrate your understanding of the material that you’ve presented, and locate your findings within the larger context of scholarship on the topic.

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• Next: Appendices >>
• Last Updated: Jul 18, 2023 11:58 AM
• URL: https://library.sacredheart.edu/c.php?g=29803
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How to Write a Conclusion for a Research Paper

• Posted on May 12, 2023

The key to an impactful research paper is crafting an effective conclusion. The conclusion provides a final opportunity to make a lasting impression on the reader by providing a powerful summary of the main argument and key findings.

A well-written conclusion not only summarizes your research but also ties everything back to your thesis statement. Plus, it provides important takeaways for your reader, highlighting what they should remember from your research and how it contributes to the larger academic discourse.

Crafting an impactful conclusion can be tricky, especially in argumentative papers. However, with our expert tips and tricks, you can rest assured that your conclusion will effectively restate the main argument and thesis statement in a way that resonates with your audience and elevates your research to new heights.

Why is a Conclusion Necessary for a Research Paper? 

The conclusion of a research paper is essential in tying together the different parts of the paper and offering a final perspective on the topic. It reinforces the main idea or argument presented and summarizes the key points and findings of the research, highlighting its significance. 

Additionally, the conclusion creates a full circle of the research by connecting back to the thesis statement presented at the paper’s beginning. It provides an opportunity to showcase the writer’s critical thinking skills by demonstrating how the research supports the main argument.

The conclusion is essential for a research paper because it provides closure for the reader. It serves as a final destination that helps the reader understand how all the different pieces of information fit together to support the main argument presented. It also offers insights into how the research can inform future studies and contribute to the larger academic discourse.

It also ensures that the reader does not get lost in the vast amount of information presented in the paper by providing a concise and coherent summary of the entire research. Additionally, it helps the reader identify the paper’s main takeaway and understand how the research contributes to the larger body of knowledge in the field.

Leave a Lasting Impression

A well-crafted conclusion is an essential element of any research paper. Its purpose is to leave a lasting impression on the reader and tie together the different parts of the paper.

To achieve this goal, a conclusion should summarize the main points and highlight the key findings of the research. By doing so, the reader can easily understand the focus and significance of the study.

A strong conclusion should also discuss any important findings that can be applied in the real world. This practical perspective gives readers a better sense of the impact and relevance of the research.

Summarize Your Thoughts

The conclusion of a research paper should be concise and provide a summary of the writer’s thoughts and ideas about the research. 

It should go beyond simply restating the main points and findings and address the “so what” of the research by explaining how it contributes to the existing body of knowledge on the same topic. This way, the conclusion can give readers a better understanding of the research’s significance and relevance to the broader academic community.

Demonstrate How Important Your Idea Is

Moving beyond a superficial overview and delving into the research in-depth is crucial to create a compelling conclusion. This entails summarizing the key findings of the study, highlighting its main contributions to the field, and placing the results in a broader context. Additionally, it would help if you comprehensively analyzed your work and its implications, underscoring its value to the broader academic community. 

New Insights

The conclusion section of a research paper offers an opportunity for the writer to present new insights and approaches to addressing the research problem.

Whether the research outcome is positive or negative, the conclusion provides a platform to discuss practical implications beyond the scope of the research paper. This discussion can help readers understand the potential impact of the research on the broader field and its significance for future research endeavors.

How to Write a Killer Conclusion with Key Points

When writing a conclusion for a research paper, it is important to cover several key points to create a solid and effective conclusion.

Restate the Thesis

When crafting a conclusion, restating the thesis statement is an important step that reminds readers of the research paper’s central focus. However, it should not be a verbatim repetition of the introduction. 

By restating the thesis concisely and clearly, you can effectively tie together the main ideas discussed in the body of the paper and emphasize the significance of the research question. However, keep in mind that the restated thesis should capture the essence of the paper and leave the reader with a clear understanding of the main topic and its importance.

Summarize the Main Points

To write an impactful conclusion, summarizing the main points discussed in the body of the paper is essential. This final section provides the writer with a last opportunity to highlight the significance of their research findings. 

However, it is equally important to avoid reiterating information already discussed in the body of the paper. Instead, you should synthesize and summarize the most significant points to emphasize the key findings. By doing so, the conclusion can effectively tie together the research findings and provide a clear understanding of the importance of the research topic.

Discuss the Results or Findings

The next step is to discuss the results or findings of the research. The discussion of the results or findings should not simply be a repetition of the information presented in the body of the paper.

Instead, it should provide a more in-depth analysis of the significance of the findings. This can involve explaining why the findings are important, what they mean in the context of the research question, and how they contribute to the field or area of study. 

Additionally, it’s crucial to address any limitations or weaknesses of the study in this section. This can provide a more balanced and nuanced understanding of the research and its implications. By doing so, the reader will have a better understanding of the scope and context of the study, which can ultimately enhance the credibility and validity of the research.

Ruminate on Your Thoughts

The final step to crafting an effective conclusion is to ruminate on your thoughts. This provides an opportunity to reflect on the meaning of the research and leaves the reader with something to ponder. Remember, the concluding paragraph should not introduce new information but rather summarize and reflect on the critical points made in the paper.

Furthermore, the conclusion should be integrated into the paper rather than presented as a separate section. It should provide a concise overview of the main findings and suggest avenues for further research.

Different Types of Conclusions 

There are various types of conclusions that can be employed to conclude a research paper effectively, depending on the research questions and topic being investigated.

Summarizing

Summarizing conclusions are frequently used to wrap up a research paper effectively. They restate the thesis statement and provide a brief overview of the main findings and outcomes of the research. This type of conclusion serves as a reminder to the reader of the key points discussed throughout the paper and emphasizes the significance of the research topic.

To be effective, summarizing conclusions should be concise and to the point, avoiding any new information not previously discussed in the body of the paper. Moreover, they are particularly useful when there is a clear and direct answer to the research question. This allows you to summarize your findings succinctly and leave the reader with a clear understanding of the implications of the research.

Externalizing

On the opposite end of the spectrum are externalizing conclusions. Unlike summarizing conclusions, externalizing conclusions introduce new ideas that may not be directly related to the research findings. This type of conclusion can be beneficial because it broadens the scope of the research topic and can lead to new insights and directions for future research.

By presenting new ideas, externalizing conclusions can challenge conventional thinking in the field and open up new avenues for exploration. This approach is instrumental in fields where research is ongoing, and new ideas and approaches are constantly being developed.

Editorial conclusions are a type of conclusion that allows the writer to express their commentary on the research findings. They can be particularly effective in connecting the writer’s insights with the research conducted and can offer a unique perspective on the research topic. Adding a personal touch to the conclusion can help engage the reader and leave a lasting impression.

Remember that regardless of the type of conclusion you choose, it should always start with a clear and concise restatement of the thesis statement, followed by a summary of the main findings in the body paragraphs. The first sentence of the conclusion should be impactful and attention-grabbing to make a strong impression on the reader.

What to Avoid in Your Conclusion

When crafting your conclusion, it’s essential to keep in mind several key points to ensure that it is effective and well-received by your audience:

• Avoid introducing new ideas or topics that have not been covered in the body of your paper.
• Refrain from simply restating what has already been said in your paper without adding new insights or analysis.
• Do not apologize for any shortcomings or limitations of your research, as this can undermine the importance of your findings.
• Avoid using overly emotional or flowery language, as it can detract from the professionalism and objectivity of the research.
• Lastly, avoid any examples of plagiarism. Be sure to properly cite any sources you have used in your research and writing.

Example of a Bad Conclusion

• Recapitulation without Insight: In conclusion, this paper has discussed the importance of exercise for physical and mental health. We hope this paper has been helpful to you and encourages you to start exercising today.
• Introduction of New Ideas: In conclusion, we have discussed the benefits of exercise and how it can improve physical and mental health. Additionally, we have highlighted the benefits of a plant-based diet and the importance of getting enough sleep for overall well-being.
• Emotional Language: In conclusion, exercise is good for your body and mind, and you should definitely start working out today!

Example of a Good Conclusion

• Insights and Implications: In light of our investigation, it is evident that regular exercise is undeniably beneficial for both physical and mental well-being, especially if performed at an appropriate duration and frequency. These findings hold significant implications for public health policies and personal wellness decisions.
• Limitations and Future Directions: While our investigation has shed light on the benefits of exercise, our study is not without limitations. Future research can delve deeper into the long-term effects of exercise on mental health and explore the impact of exercise on specific populations, such as older adults or individuals with chronic health conditions.
• Call to Action: In conclusion, we urge individuals to prioritize exercise as a critical component of their daily routine. By making exercise a habit, we can reap the many benefits of a healthy and active lifestyle.

Final Thoughts 

When writing a research paper, the conclusion is one of the most crucial elements to leave a lasting impression on the reader. It should effectively summarize the research and provide valuable insights, leaving the reader with something to ponder.

To accomplish this, it is essential to include vital elements, such as restating the thesis , summarizing the main points, and discussing the findings. However, it is equally important to avoid common mistakes that can undermine the effectiveness of the conclusion, such as introducing new information or repeating the introduction. 

So to ensure that your research is of the highest quality, it’s crucial to use proper citations and conduct a thorough literature review. Additionally, it is crucial to proofread the work to eliminate any errors. 

Fortunately, there are many available resources to help you with both writing and plagiarism prevention. Quetext , for example, offers a plagiarism checker, citation assistance, and proofreading tools to ensure the writing is top-notch. By incorporating these tips and using available resources, you can create a compelling and memorable conclusion for readers. 

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50 Useful Academic Words & Phrases for Research

Like all good writing, writing an academic paper takes a certain level of skill to express your ideas and arguments in a way that is natural and that meets a level of academic sophistication. The terms, expressions, and phrases you use in your research paper must be of an appropriate level to be submitted to academic journals.

Therefore, authors need to know which verbs , nouns , and phrases to apply to create a paper that is not only easy to understand, but which conveys an understanding of academic conventions. Using the correct terminology and usage shows journal editors and fellow researchers that you are a competent writer and thinker, while using non-academic language might make them question your writing ability, as well as your critical reasoning skills.

What are academic words and phrases?

One way to understand what constitutes good academic writing is to read a lot of published research to find patterns of usage in different contexts. However, it may take an author countless hours of reading and might not be the most helpful advice when faced with an upcoming deadline on a manuscript draft.

Briefly, “academic” language includes terms, phrases, expressions, transitions, and sometimes symbols and abbreviations that help the pieces of an academic text fit together. When writing an academic text–whether it is a book report, annotated bibliography, research paper, research poster, lab report, research proposal, thesis, or manuscript for publication–authors must follow academic writing conventions. You can often find handy academic writing tips and guidelines by consulting the style manual of the text you are writing (i.e., APA Style , MLA Style , or Chicago Style ).

However, sometimes it can be helpful to have a list of academic words and expressions like the ones in this article to use as a “cheat sheet” for substituting the better term in a given context.

How to Choose the Best Academic Terms

You can think of writing “academically” as writing in a way that conveys one’s meaning effectively but concisely. For instance, while the term “take a look at” is a perfectly fine way to express an action in everyday English, a term like “analyze” would certainly be more suitable in most academic contexts. It takes up fewer words on the page and is used much more often in published academic papers.

You can use one handy guideline when choosing the most academic term: When faced with a choice between two different terms, use the Latinate version of the term. Here is a brief list of common verbs versus their academic counterparts:

Although this can be a useful tip to help academic authors, it can be difficult to memorize dozens of Latinate verbs. Using an AI paraphrasing tool or proofreading tool can help you instantly find more appropriate academic terms, so consider using such revision tools while you draft to improve your writing.

Top 50 Words and Phrases for Different Sections in a Research Paper

The “Latinate verb rule” is just one tool in your arsenal of academic writing, and there are many more out there. But to make the process of finding academic language a bit easier for you, we have compiled a list of 50 vital academic words and phrases, divided into specific categories and use cases, each with an explanation and contextual example.

Best Words and Phrases to use in an Introduction section

1. historically.

An adverb used to indicate a time perspective, especially when describing the background of a given topic.

2. In recent years

A temporal marker emphasizing recent developments, often used at the very beginning of your Introduction section.

3. It is widely acknowledged that

A “form phrase” indicating a broad consensus among researchers and/or the general public. Often used in the literature review section to build upon a foundation of established scientific knowledge.

4. There has been growing interest in

Highlights increasing attention to a topic and tells the reader why your study might be important to this field of research.

5. Preliminary observations indicate

Shares early insights or findings while hedging on making any definitive conclusions. Modal verbs like may , might , and could are often used with this expression.

6. This study aims to

Describes the goal of the research and is a form phrase very often used in the research objective or even the hypothesis of a research paper .

7. Despite its significance

Highlights the importance of a matter that might be overlooked. It is also frequently used in the rationale of the study section to show how your study’s aim and scope build on previous studies.

8. While numerous studies have focused on

Indicates the existing body of work on a topic while pointing to the shortcomings of certain aspects of that research. Helps focus the reader on the question, “What is missing from our knowledge of this topic?” This is often used alongside the statement of the problem in research papers.

9. The purpose of this research is

A form phrase that directly states the aim of the study.

10. The question arises (about/whether)

Poses a query or research problem statement for the reader to acknowledge.

Best Words and Phrases for Clarifying Information

11. in other words.

Introduces a synopsis or the rephrasing of a statement for clarity. This is often used in the Discussion section statement to explain the implications of the study .

12. That is to say

Provides clarification, similar to “in other words.”

13. To put it simply

Simplifies a complex idea, often for a more general readership.

14. To clarify

Specifically indicates to the reader a direct elaboration of a previous point.

15. More specifically

Narrows down a general statement from a broader one. Often used in the Discussion section to clarify the meaning of a specific result.

16. To elaborate

Expands on a point made previously.

17. In detail

Indicates a deeper dive into information.

Points out specifics. Similar meaning to “specifically” or “especially.”

19. This means that

Explains implications and/or interprets the meaning of the Results section .

20. Moreover

Expands a prior point to a broader one that shows the greater context or wider argument.

Best Words and Phrases for Giving Examples

21. for instance.

Provides a specific case that fits into the point being made.

22. As an illustration

Demonstrates a point in full or in part.

23. To illustrate

Shows a clear picture of the point being made.

24. For example

Presents a particular instance. Same meaning as “for instance.”

25. Such as

Lists specifics that comprise a broader category or assertion being made.

26. Including

Offers examples as part of a larger list.

27. Notably

Adverb highlighting an important example. Similar meaning to “especially.”

28. Especially

Adverb that emphasizes a significant instance.

29. In particular

Draws attention to a specific point.

30. To name a few

Indicates examples than previously mentioned are about to be named.

Best Words and Phrases for Comparing and Contrasting

31. however.

Introduces a contrasting idea.

32. On the other hand

Highlights an alternative view or fact.

33. Conversely

Indicates an opposing or reversed idea to the one just mentioned.

34. Similarly

Shows likeness or parallels between two ideas, objects, or situations.

35. Likewise

Indicates agreement with a previous point.

36. In contrast

Draws a distinction between two points.

37. Nevertheless

Introduces a contrasting point, despite what has been said.

38. Whereas

Compares two distinct entities or ideas.

Indicates a contrast between two points.

Signals an unexpected contrast.

Best Words and Phrases to use in a Conclusion section

41. in conclusion.

Signifies the beginning of the closing argument.

42. To sum up

Offers a brief summary.

43. In summary

Signals a concise recap.

44. Ultimately

Reflects the final or main point.

45. Overall

Gives a general concluding statement.

Indicates a resulting conclusion.

Demonstrates a logical conclusion.

48. Therefore

Connects a cause and its effect.

49. It can be concluded that

Clearly states a conclusion derived from the data.

50. Taking everything into consideration

Reflects on all the discussed points before concluding.

Edit Your Research Terms and Phrases Before Submission

Using these phrases in the proper places in your research papers can enhance the clarity, flow, and persuasiveness of your writing, especially in the Introduction section and Discussion section, which together make up the majority of your paper’s text in most academic domains.

However, it's vital to ensure each phrase is contextually appropriate to avoid redundancy or misinterpretation. As mentioned at the top of this article, the best way to do this is to 1) use an AI text editor , free AI paraphrase tool or AI proofreading tool while you draft to enhance your writing, and 2) consult a professional proofreading service like Wordvice, which has human editors well versed in the terminology and conventions of the specific subject area of your academic documents.

For more detailed information on using AI tools to write a research paper and the best AI tools for research , check out the Wordvice AI Blog .

Glossary of Key Research Terms

This glossary provides definitions of many of the terms used in the guides to conducting qualitative and quantitative research. The definitions were developed by members of the research methods seminar (E600) taught by Mike Palmquist in the 1990s and 2000s.

Citation Information

Members of the Research Methods Seminar (E600) taught by Mike Palmquist in the 1990s and 2000s. (1994-2024). Glossary of Key Terms. The WAC Clearinghouse. Colorado State University. Available at https://wac.colostate.edu/repository/writing/guides/.

Copyright Information

Copyright © 1994-2024 Colorado State University and/or this site's authors, developers, and contributors . Some material displayed on this site is used with permission.

How to Write a Conclusion for a Research Paper

When you're wrapping up a research paper, the conclusion is like the grand finale of a fireworks show – it's your chance to leave a lasting impression. In this article, we'll break down the steps to help you write a winning research paper conclusion that not only recaps your main points but also ties everything together. Consider it the "So what?" moment – why should people care about your research? Our professional essay writers will guide you through making your conclusion strong, clear, and something that sticks with your readers long after they've put down your paper. So, let's dive in and ensure your research ends on a high note!

What Is a Conclusion in a Research Paper

In a research paper, the conclusion serves as the final segment, where you summarize the main points and findings of your study. It's not just a repetition of what you've already said but rather a chance to tie everything together and highlight the significance of your research. As you learn how to start a research paper , a good conclusion also often discusses the implications of your findings, suggests potential areas for further research, and leaves the reader with a lasting impression of the importance and relevance of your work in the broader context of the field. Essentially, it's your last opportunity to make a strong impact and leave your readers with a clear understanding of the significance of your research. Here’s a research paper conclusion example:

In conclusion, this research paper has navigated the intricacies of sustainable urban development, shedding light on the pivotal role of community engagement and innovative planning strategies. Through applying qualitative and quantitative research methods, we've uncovered valuable insights into the challenges and opportunities inherent in fostering environmentally friendly urban spaces. The implications of these findings extend beyond the confines of this study, emphasizing the imperative for continued exploration in the realms of urban planning and environmental sustainability. By emphasizing both the practical applications and theoretical contributions, this research underscores the significance of community involvement and forward-thinking strategies in shaping the future of urban landscapes. As cities evolve, incorporating these insights into planning and development practices will create resilient and harmonious urban environments.

Conclusion Outline for Research Paper

This outline for a research paper conclusion provides a structured framework to ensure that your ending effectively summarizes the key elements of your research paper and leaves a lasting impression on your readers. Adjust the content based on the specific requirements and focus of your research.

Restate the Thesis Statement

• Briefly restate the main thesis or research question.
• Emphasize the core objective or purpose of the study.

Summarize Key Findings

• Recap the main points and key findings from each section of the paper.
• Provide a concise overview of the research journey.

Discuss Implications

• Explore the broader implications of the research findings.
• Discuss how the results contribute to the existing body of knowledge in the field.

Address Limitations

• Acknowledge any limitations or constraints encountered during the research process.
• Explain how these limitations may impact the interpretation of the findings.

Suggest Areas for Future Research

• Propose potential directions for future studies related to the topic.
• Identify gaps in the current research that warrant further exploration.

Reaffirm Significance

• Reaffirm the importance and relevance of the research in the broader context.
• Highlight the practical applications or real-world implications of the study.

Concluding Statement

• Craft a strong, memorable closing statement that leaves a lasting impression.
• Sum up the overall impact of the research and its potential contribution to the field.

Study the full guide on how to make a research paper outline here, which will also specify the conclusion writing specifics to improve your general prowess.

Tips on How to Make a Conclusion in Research

Here are key considerations regarding a conclusion for research paper to not only recap the primary ideas in your work but also delve deeper to earn a higher grade:

• Provide a concise recap of your main research outcomes.
• Remind readers of your research goals and their accomplishments.
• Stick to summarizing existing content; refrain from adding new details.
• Emphasize why your research matters and its broader implications.
• Clearly explain the practical or theoretical impact of your findings.
• Prompt readers to reflect on how your research influences their perspective.
• Briefly discuss the robustness of your research methods.
• End with a suggestion for future research or a practical application.
• Transparently address any constraints or biases in your study.
• End on a powerful note, leaving a memorable impression on your readers.

For your inspiration, we’ve also prepared this research proposal example APA , which dwells on another important aspect of research writing.

How to Write a Research Paper Conclusion

As you finish your research paper, the conclusion takes center stage. In this section, we've got five practical tips for writing a conclusion for a research paper. We'll guide you through summarizing your key findings, revisiting your research goals, discussing the bigger picture, addressing any limitations, and ending on a powerful note. Think of it as your roadmap to creating a conclusion that not only wraps up your research but also leaves a lasting impact on your readers. Let's dive in and make sure your conclusion stands out for all the right reasons!

Synthesize Core Discoveries. Initiate your conclusion by synthesizing the essential discoveries of your research. Offer a succinct recapitulation of the primary points and outcomes you have elucidated in your paper. This aids in reinforcing the gravity of your work and reiterates the pivotal information you have presented.

Revisit Research Objectives. Revisit the research objectives or questions you outlined at the beginning of your paper. Assess whether you have successfully addressed these objectives and if your findings align with the initial goals of your research. This reflection helps tie your conclusion back to the purpose of your study.

Discuss Implications and Contributions. Discuss the broader implications of your research and its potential contributions to the field. Consider how your findings might impact future research, applications, or understanding of the subject matter. This demonstrates the significance of your work and places it within a larger context.

Address Limitations and Future Research. Acknowledge any limitations in your study, such as constraints in data collection or potential biases. Briefly discuss how these limitations might have affected your results. Additionally, suggest areas for future research that could build upon your work, addressing any unanswered questions or unexplored aspects. This demonstrates a thoughtful approach to your research.

End with a Strong Conclusion Statement. Conclude your research paper with a strong and memorable statement that reinforces the key message you want readers to take away. This could be a call to action, a proposal for further investigation, or a reflection on the broader significance of your findings. Leave your readers with a lasting impression that emphasizes the importance of your research. Remember that you can buy a research paper anytime if you lack time or get stuck in writer’s block.

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Stylistic Devices to Use in a Conclusion

Discover distinctive stylistic insights that you can apply when writing a conclusion for a research paper:

• Rhetorical Questions. When using rhetorical questions, strategically place them to engage readers' minds. For instance, you might pose a question that prompts reflection on the broader implications of your findings, leaving your audience with something to ponder.
• Powerful Language. Incorporate strong language to convey a sense of conviction and importance. Choose words that resonate with the overall tone of your research and amplify the significance of your conclusions. This adds weight to your key messages.
• Repetitions. Repetitions can be employed to reinforce essential ideas. Reiterate key phrases or concepts in a way that emphasizes their importance without sounding redundant. This technique serves to drive home your main points.
• Anecdotes. Integrating anecdotes into your conclusion can provide a human touch. Share a brief and relevant story that connects with your research, making the information more relatable and memorable for your audience.
• Vivid Imagery. Lastly, use vivid imagery to paint a picture in the minds of your readers. Appeal to their senses by describing scenarios or outcomes related to your research. This creates a more immersive and lasting impression.

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How to Make a Conclusion Logically Appealing

Knowing how to write a conclusion for a research paper that is logically appealing is important for leaving a lasting impression on your readers. Here are some tips to achieve this:

Logical Sequencing

• Present your conclusion in a structured manner, following the natural flow of your paper. Readers should effortlessly follow your thought process, making your conclusion more accessible and persuasive.

Reinforce Main Arguments

• Emphasize the core arguments and findings from your research. By reinforcing key points, you solidify your stance and provide a logical culmination to your paper.

Address Counterarguments

• Acknowledge and address potential counterarguments or limitations in your research. Demonstrate intellectual honesty and strengthen your conclusion by preemptively addressing potential doubts.

Connect with Introduction

• Revisit themes or concepts introduced in your introduction to create a cohesive narrative, allowing readers to trace the logical progression of your research from start to finish.

Propose Actionable Insights

• Suggest practical applications or recommendations based on your findings. This will add a forward-looking dimension, making your conclusion more relevant and compelling.

Highlight Significance

• Clearly articulate the broader implications of your research to convey the importance of your work and its potential impact on the field, making your conclusion logically compelling.

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Avoid These Things When Writing a Research Paper Conclusion

As you write your conclusion of research paper, there’s a list of things professional writers don’t recommend doing. Consider these issues carefully:

• Repetition of Exact Phrases
• Repetitively using the same phrases or sentences from the main body. Repetition can make your conclusion seem redundant and less engaging.
• Overly Lengthy Summaries
• Providing excessively detailed summaries of each section of your paper. Readers may lose interest if the conclusion becomes too long and detailed.
• Unclear Connection to the Introduction
• Failing to connect the conclusion back to the introduction. A lack of continuity may make the paper feel disjointed.
• Adding New Arguments or Ideas
• Introducing new arguments or ideas that were not addressed in the body. This can confuse the reader and disrupt the coherence of your paper.
• Overuse of Complex Jargon
• Using excessively complex or technical language without clarification. Clear communication is essential in the conclusion, ensuring broad understanding.
• Apologizing or Undermining Confidence
• Apologizing for limitations or expressing doubt about your work. Maintain a confident tone; if limitations exist, present them objectively without undermining your research.
• Sweeping Generalizations
• Making overly broad or unsupported generalizations. Such statements can weaken the credibility of your conclusion.
• Neglecting the Significance
• Failing to emphasize the broader significance of your research. Readers need to understand why your findings matter in a larger context.
• Abrupt Endings
• Concluding abruptly without a strong closing statement. A powerful ending leaves a lasting impression; avoid a sudden or weak conclusion.

Research Paper Conclusion Example

That covers the essential aspects of summarizing a research paper. The only remaining step is to review the conclusion examples for research paper provided by our team.

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Final Thoughts

In conclusion, the knowledge of how to write the conclusion of a research paper is pivotal for presenting your findings and leaving a lasting impression on your readers. By summarizing the key points, reiterating the significance of your research, and offering avenues for future exploration, you can create a conclusion that not only reinforces the value of your study but also encourages further academic discourse. Remember to balance brevity and completeness, ensuring your conclusion is concise yet comprehensive. Emphasizing the practical implications of your research and connecting it to the broader academic landscape will help solidify the impact of your work. Pay someone to write a research paper if you are having a hard time finishing your coursework on time.

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How To Write A Conclusion For A Research Paper?

What should the conclusion of a research paper contain, how to start a conclusion paragraph for a research paper.

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is a seasoned educational writer focusing on scholarship guidance, research papers, and various forms of academic essays including reflective and narrative essays. His expertise also extends to detailed case studies. A scholar with a background in English Literature and Education, Daniel’s work on EssayPro blog aims to support students in achieving academic excellence and securing scholarships. His hobbies include reading classic literature and participating in academic forums.

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How to Write a Research Paper Conclusion Section

What is a conclusion in a research paper?

The conclusion in a research paper is the final paragraph or two in a research paper. In scientific papers, the conclusion usually follows the Discussion section , summarizing the importance of the findings and reminding the reader why the work presented in the paper is relevant.

However, it can be a bit confusing to distinguish the conclusion section/paragraph from a summary or a repetition of your findings, your own opinion, or the statement of the implications of your work. In fact, the conclusion should contain a bit of all of these other parts but go beyond it—but not too far beyond! 

The structure and content of the conclusion section can also vary depending on whether you are writing a research manuscript or an essay. This article will explain how to write a good conclusion section, what exactly it should (and should not) contain, how it should be structured, and what you should avoid when writing it.  

Table of Contents:

What does a good conclusion section do, what to include in a research paper conclusion.

• Conclusion in an Essay
• Research Paper Conclusion 
• Conclusion Paragraph Outline and Example
• What Not to Do When Writing a Conclusion

The conclusion of a research paper has several key objectives. It should:

• Restate your research problem addressed in the introduction section
• Summarize your main arguments, important findings, and broader implications
• Synthesize key takeaways from your study

The specific content in the conclusion depends on whether your paper presents the results of original scientific research or constructs an argument through engagement with previously published sources.

You presented your general field of study to the reader in the introduction section, by moving from general information (the background of your work, often combined with a literature review ) to the rationale of your study and then to the specific problem or topic you addressed, formulated in the form of the statement of the problem in research or the thesis statement in an essay.

In the conclusion section, in contrast, your task is to move from your specific findings or arguments back to a more general depiction of how your research contributes to the readers’ understanding of a certain concept or helps solve a practical problem, or fills an important gap in the literature. The content of your conclusion section depends on the type of research you are doing and what type of paper you are writing. But whatever the outcome of your work is, the conclusion is where you briefly summarize it and place it within a larger context. It could be called the “take-home message” of the entire paper.

What to summarize in the conclusion

Your conclusion section needs to contain a very brief summary of your work , a very brief summary of the main findings of your work, and a mention of anything else that seems relevant when you now look at your work from a bigger perspective, even if it was not initially listed as one of your main research questions. This could be a limitation, for example, a problem with the design of your experiment that either needs to be considered when drawing any conclusions or that led you to ask a different question and therefore draw different conclusions at the end of your study (compared to when you started out).

Once you have reminded the reader of what you did and what you found, you need to go beyond that and also provide either your own opinion on why your work is relevant (and for whom, and how) or theoretical or practical implications of the study , or make a specific call for action if there is one to be made.   

How to Write an Essay Conclusion

Academic essays follow quite different structures than their counterparts in STEM and the natural sciences. Humanities papers often have conclusion sections that are much longer and contain more detail than scientific papers. There are three main types of academic essay conclusions.

Summarizing conclusion

The most typical conclusion at the end of an analytical/explanatory/argumentative essay is a summarizing conclusion . This is, as the name suggests, a clear summary of the main points of your topic and thesis. Since you might have gone through a number of different arguments or subtopics in the main part of your essay, you need to remind the reader again what those were, how they fit into each other, and how they helped you develop or corroborate your hypothesis.

For an essay that analyzes how recruiters can hire the best candidates in the shortest time or on “how starving yourself will increase your lifespan, according to science”, a summary of all the points you discussed might be all you need. Note that you should not exactly repeat what you said earlier, but rather highlight the essential details and present those to your reader in a different way. 

Externalizing conclusion

If you think that just reminding the reader of your main points is not enough, you can opt for an externalizing conclusion instead, that presents new points that were not presented in the paper so far. These new points can be additional facts and information or they can be ideas that are relevant to the topic and have not been mentioned before.

Such a conclusion can stimulate your readers to think about your topic or the implications of your analysis in a whole new way. For example, at the end of a historical analysis of a specific event or development, you could direct your reader’s attention to some current events that were not the topic of your essay but that provide a different context for your findings.

Editorial conclusion

In an editorial conclusion , another common type of conclusion that you will find at the end of papers and essays, you do not add new information but instead present your own experiences or opinions on the topic to round everything up. What makes this type of conclusion interesting is that you can choose to agree or disagree with the information you presented in your paper so far. For example, if you have collected and analyzed information on how a specific diet helps people lose weight, you can nevertheless have your doubts on the sustainability of that diet or its practicability in real life—if such arguments were not included in your original thesis and have therefore not been covered in the main part of your paper, the conclusion section is the place where you can get your opinion across.    

How to Conclude an Empirical Research Paper

An empirical research paper is usually more concise and succinct than an essay, because, if it is written well, it focuses on one specific question, describes the method that was used to answer that one question, describes and explains the results, and guides the reader in a logical way from the introduction to the discussion without going on tangents or digging into not absolutely relevant topics.

Summarize the findings

In a scientific paper, you should include a summary of the findings. Don’t go into great detail here (you will have presented your in-depth  results  and  discussion  already), but do clearly express the answers to the  research questions  you investigated.

Describe your main findings, even if they weren’t necessarily the ones anticipated, and explain the conclusion they led you to. Explain these findings in as few words as possible.

Instead of beginning with “ In conclusion, in this study, we investigated the effect of stress on the brain using fMRI …”, you should try to find a way to incorporate the repetition of the essential (and only the essential) details into the summary of the key points. “ The findings of this fMRI study on the effect of stress on the brain suggest that …” or “ While it has been known for a long time that stress has an effect on the brain, the findings of this fMRI study show that, surprisingly… ” would be better ways to start a conclusion. 

You should also not bring up new ideas or present new facts in the conclusion of a research paper, but stick to the background information you have presented earlier, to the findings you have already discussed, and the limitations and implications you have already described. The one thing you can add here is a practical recommendation that you haven’t clearly stated before—but even that one needs to follow logically from everything you have already discussed in the discussion section.

Discuss the implications

After summing up your key arguments or findings, conclude the paper by stating the broader implications of the research , whether in methods , approach, or findings. Express practical or theoretical takeaways from your paper. This often looks like a “call to action” or a final “sales pitch” that puts an exclamation point on your paper.

If your research topic is more theoretical in nature, your closing statement should express the significance of your argument—for example, in proposing a new understanding of a topic or laying the groundwork for future research.

Future research example

Future research into education standards should focus on establishing a more detailed picture of how novel pedagogical approaches impact young people’s ability to absorb new and difficult concepts. Moreover, observational studies are needed to gain more insight into how specific teaching models affect the retention of relationships and facts—for instance, how inquiry-based learning and its emphasis on lateral thinking can be used as a jumping-off point for more holistic classroom approaches.

Research Conclusion Example and Outline

Let’s revisit the study on the effect of stress on the brain we mentioned before and see what the common structure for a conclusion paragraph looks like, in three steps. Following these simple steps will make it easy for you to wrap everything up in one short paragraph that contains all the essential information: 

One: Short summary of what you did, but integrated into the summary of your findings:

While it has been known for a long time that stress has an effect on the brain, the findings of this fMRI study in 25 university students going through mid-term exams show that, surprisingly, one’s attitude to the experienced stress significantly modulates the brain’s response to it. 

Note that you don’t need to repeat any methodological or technical details here—the reader has been presented with all of these before, they have read your results section and the discussion of your results, and even (hopefully!) a discussion of the limitations and strengths of your paper. The only thing you need to remind them of here is the essential outcome of your work. 

Two: Add implications, and don’t forget to specify who this might be relevant for: 

Students could be considered a specific subsample of the general population, but earlier research shows that the effect that exam stress has on their physical and mental health is comparable to the effects of other types of stress on individuals of other ages and occupations. Further research into practical ways of modulating not only one’s mental stress response but potentially also one’s brain activity (e.g., via neurofeedback training) are warranted.

This is a “research implication”, and it is nicely combined with a mention of a potential limitation of the study (the student sample) that turns out not to be a limitation after all (because earlier research suggests we can generalize to other populations). If there already is a lot of research on neurofeedback for stress control, by the way, then this should have been discussed in your discussion section earlier and you wouldn’t say such studies are “warranted” here but rather specify how your findings could inspire specific future experiments or how they should be implemented in existing applications. 

Three: The most important thing is that your conclusion paragraph accurately reflects the content of your paper. Compare it to your research paper title , your research paper abstract , and to your journal submission cover letter , in case you already have one—if these do not all tell the same story, then you need to go back to your paper, start again from the introduction section, and find out where you lost the logical thread. As always, consistency is key.    

Problems to Avoid When Writing a Conclusion 

• Do not suddenly introduce new information that has never been mentioned before (unless you are writing an essay and opting for an externalizing conclusion, see above). The conclusion section is not where you want to surprise your readers, but the take-home message of what you have already presented.
• Do not simply copy your abstract, the conclusion section of your abstract, or the first sentence of your introduction, and put it at the end of the discussion section. Even if these parts of your paper cover the same points, they should not be identical.
• Do not start the conclusion with “In conclusion”. If it has its own section heading, that is redundant, and if it is the last paragraph of the discussion section, it is inelegant and also not really necessary. The reader expects you to wrap your work up in the last paragraph, so you don’t have to announce that. Just look at the above example to see how to start a conclusion in a natural way.
• Do not forget what your research objectives were and how you initially formulated the statement of the problem in your introduction section. If your story/approach/conclusions changed because of methodological issues or information you were not aware of when you started, then make sure you go back to the beginning and adapt your entire story (not just the ending). 

Consider Receiving Academic Editing Services

When you have arrived at the conclusion of your paper, you might want to head over to Wordvice AI’s AI Writing Assistant to receive a free grammar check for any academic content. 

After drafting, you can also receive English editing and proofreading services , including paper editing services for your journal manuscript. If you need advice on how to write the other parts of your research paper , or on how to make a research paper outline if you are struggling with putting everything you did together, then head over to the Wordvice academic resources pages , where we have a lot more articles and videos for you.

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Methodology

Research Methods | Definitions, Types, Examples

Research methods are specific procedures for collecting and analyzing data. Developing your research methods is an integral part of your research design . When planning your methods, there are two key decisions you will make.

First, decide how you will collect data . Your methods depend on what type of data you need to answer your research question :

• Qualitative vs. quantitative : Will your data take the form of words or numbers?
• Primary vs. secondary : Will you collect original data yourself, or will you use data that has already been collected by someone else?
• Descriptive vs. experimental : Will you take measurements of something as it is, or will you perform an experiment?

Second, decide how you will analyze the data .

• For quantitative data, you can use statistical analysis methods to test relationships between variables.
• For qualitative data, you can use methods such as thematic analysis to interpret patterns and meanings in the data.

Table of contents

Methods for collecting data, examples of data collection methods, methods for analyzing data, examples of data analysis methods, other interesting articles, frequently asked questions about research methods.

Data is the information that you collect for the purposes of answering your research question . The type of data you need depends on the aims of your research.

Qualitative vs. quantitative data

Your choice of qualitative or quantitative data collection depends on the type of knowledge you want to develop.

For questions about ideas, experiences and meanings, or to study something that can’t be described numerically, collect qualitative data .

If you want to develop a more mechanistic understanding of a topic, or your research involves hypothesis testing , collect quantitative data .

You can also take a mixed methods approach , where you use both qualitative and quantitative research methods.

Primary vs. secondary research

Primary research is any original data that you collect yourself for the purposes of answering your research question (e.g. through surveys , observations and experiments ). Secondary research is data that has already been collected by other researchers (e.g. in a government census or previous scientific studies).

If you are exploring a novel research question, you’ll probably need to collect primary data . But if you want to synthesize existing knowledge, analyze historical trends, or identify patterns on a large scale, secondary data might be a better choice.

Descriptive vs. experimental data

In descriptive research , you collect data about your study subject without intervening. The validity of your research will depend on your sampling method .

In experimental research , you systematically intervene in a process and measure the outcome. The validity of your research will depend on your experimental design .

To conduct an experiment, you need to be able to vary your independent variable , precisely measure your dependent variable, and control for confounding variables . If it’s practically and ethically possible, this method is the best choice for answering questions about cause and effect.

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Your data analysis methods will depend on the type of data you collect and how you prepare it for analysis.

Data can often be analyzed both quantitatively and qualitatively. For example, survey responses could be analyzed qualitatively by studying the meanings of responses or quantitatively by studying the frequencies of responses.

Qualitative analysis methods

Qualitative analysis is used to understand words, ideas, and experiences. You can use it to interpret data that was collected:

• From open-ended surveys and interviews , literature reviews , case studies , ethnographies , and other sources that use text rather than numbers.
• Using non-probability sampling methods .

Qualitative analysis tends to be quite flexible and relies on the researcher’s judgement, so you have to reflect carefully on your choices and assumptions and be careful to avoid research bias .

Quantitative analysis methods

Quantitative analysis uses numbers and statistics to understand frequencies, averages and correlations (in descriptive studies) or cause-and-effect relationships (in experiments).

You can use quantitative analysis to interpret data that was collected either:

• During an experiment .
• Using probability sampling methods .

Because the data is collected and analyzed in a statistically valid way, the results of quantitative analysis can be easily standardized and shared among researchers.

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

• Chi square test of independence
• Statistical power
• Descriptive statistics
• Degrees of freedom
• Pearson correlation
• Null hypothesis
• Double-blind study
• Case-control study
• Research ethics
• Data collection
• Hypothesis testing
• Structured interviews

Research bias

• Hawthorne effect
• Unconscious bias
• Recall bias
• Halo effect
• Self-serving bias
• Information bias

Quantitative research deals with numbers and statistics, while qualitative research deals with words and meanings.

Quantitative methods allow you to systematically measure variables and test hypotheses . Qualitative methods allow you to explore concepts and experiences in more detail.

In mixed methods research , you use both qualitative and quantitative data collection and analysis methods to answer your research question .

A sample is a subset of individuals from a larger population . Sampling means selecting the group that you will actually collect data from in your research. For example, if you are researching the opinions of students in your university, you could survey a sample of 100 students.

In statistics, sampling allows you to test a hypothesis about the characteristics of a population.

The research methods you use depend on the type of data you need to answer your research question .

• If you want to measure something or test a hypothesis , use quantitative methods . If you want to explore ideas, thoughts and meanings, use qualitative methods .
• If you want to analyze a large amount of readily-available data, use secondary data. If you want data specific to your purposes with control over how it is generated, collect primary data.
• If you want to establish cause-and-effect relationships between variables , use experimental methods. If you want to understand the characteristics of a research subject, use descriptive methods.

Methodology refers to the overarching strategy and rationale of your research project . It involves studying the methods used in your field and the theories or principles behind them, in order to develop an approach that matches your objectives.

Methods are the specific tools and procedures you use to collect and analyze data (for example, experiments, surveys , and statistical tests ).

In shorter scientific papers, where the aim is to report the findings of a specific study, you might simply describe what you did in a methods section .

In a longer or more complex research project, such as a thesis or dissertation , you will probably include a methodology section , where you explain your approach to answering the research questions and cite relevant sources to support your choice of methods.

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• Published: 04 September 2024

How to avoid sinking in swamp: exploring the intentions of digitally disadvantaged groups to use a new public infrastructure that combines physical and virtual spaces

• Chengxiang Chu 1   na1 ,
• Zhenyang Shen 1   na1 ,
• Hanyi Xu 2   na1 ,
• Qizhi Wei 1 &
• Cong Cao   ORCID: orcid.org/0000-0003-4163-2218 1  

Humanities and Social Sciences Communications volume  11 , Article number:  1135 ( 2024 ) Cite this article

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• Science, technology and society

With advances in digital technology, physical and virtual spaces have gradually merged. For digitally disadvantaged groups, this transformation is both convenient and potentially supportive. Previous research on public infrastructure has been limited to improvements in physical facilities, and few researchers have investigated the use of mixed physical and virtual spaces. In this study, we focused on integrated virtual and physical spaces and investigated the factors affecting digitally disadvantaged groups’ intentions to use this new infrastructure. Building on a unified theory of the acceptance and use of technology, we focused on social interaction anxiety, identified the characteristics of digitally disadvantaged groups, and constructed a research model to examine intentions to use the new infrastructure. We obtained 337 valid data from the questionnaire and analysed them using partial least squares structural equation modelling. The results showed positive relationships between performance expectancy, perceived institutional support, perceived marketplace influence, effort expectancy, and facilitating conditions. The influence of psychological reactance was significantly negative. Finally, social interaction anxiety had a regulatory effect on performance expectancy, psychological reactance, perceived marketplace influence, and effort expectancy. Its effects on perceived institutional support and facilitating conditions were not significant. The results support the creation of inclusive smart cities by ensuring that the new public infrastructure is suitable for digitally disadvantaged groups. Meanwhile, this study presents new theoretical concepts of new public infrastructures, mixed physical and virtual spaces, which provides a forward-looking approach to studying digitally disadvantaged groups in this field and paves the way for subsequent scholars to explore the field in theory and literature.

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Introduction.

Intelligent systems and modernisation have influenced the direction of people’s lives. With the help of continuously updated and iteratively advancing technology, modern urban construction has taken a ‘big step’ in its development. As China continues to construct smart cities, national investment in public infrastructure has steadily increased. Convenient and efficient public infrastructure has spread throughout the country, covering almost all aspects of residents’ lives and work (Guo et al. 2016 ). Previously, public infrastructure was primarily physical and located in physical spaces, but today, much of it is virtual. To achieve the goal of inclusive urban construction, the government has issued numerous relevant laws and regulations regarding public infrastructure. For example, the Chinese legislature solicited opinions from the community on the ‘Barrier-free environmental construction law of the People’s Republic of China (Draft)’.

Virtual space, based on internet technology, is a major factor in the construction of smart cities. Virtual space can be described as an interactive world built primarily on the internet (Shibusawa, 2000 ), and it has underpinned the development of national public infrastructure. In 2015, China announced its first national pilot list of smart cities, and the government began the process of building smart cities (Liu et al. 2017 ). With the continuous updating and popularisation of technologies such as the internet of things and artificial intelligence (AI) (Gu and Iop, 2020 ), virtual space is becoming widely accessible to the public. For example, in the field of government affairs, public infrastructure is now regularly developed in virtual spaces, such as on e-government platforms.

The construction of smart cities is heavily influenced by technological infrastructure (Nicolas et al. 2020 ). Currently, smart cities are being developed, and the integration of physical and virtual spaces has entered a significant stage. For example, when customers go to an offline bank to transact business, they are often asked by bank employees to use online banking software on their mobile phones, join a queue, or prove their identities. Situations such as these are neither purely virtual nor entirely physical, but in fields like banking, both options need to be considered. Therefore, we propose a new concept of mixed physical and virtual spaces in which individuals can interact, share, collaborate, coordinate with each other, and act.

Currently, new public infrastructure has emerged in mixed physical and virtual spaces, such as ‘Zheli Office’ and Alipay, in Zhejiang Province, China (as shown in Fig. 1 ). ‘Zheli Office’ is a comprehensive government application that integrates government services through digital technology, transferring some processes from offline to online and greatly improving the convenience, efficiency, and personalisation of government services. Due to its convenient payment facilities, Alipay is continuously supporting the integration of various local services, such as live payments and convenient services, and has gradually become Zhejiang’s largest living service platform. Zhejiang residents can handle almost all government and life affairs using these two applications. ‘Zheli Office’ and Alipay are key to the new public infrastructure in China, which is already leading the world in terms of a new public infrastructure that combines physical and virtual spaces; thus, China provided a valuable research context for this study.

This figure shows the new public infrastructure has emerged in mixed physical and virtual spaces.

There is no doubt that the mixing of physical and virtual spaces is a helpful trend that makes life easier for most people. However, mixed physical and virtual spaces still have a threshold for their use, which makes it difficult for some groups to use the new public infrastructure effectively. Within society, there are people whose living conditions are restricted for physiological reasons. They may be elderly people, people with disabilities, or people who lack certain abilities. According to the results of China’s seventh (2021) national population census, there are 264.02 million elderly people aged 60 years and over in China, accounting for 18.7 per cent of the total population. China is expected to have a predominantly ageing population by around 2035. In addition, according to data released by the China Disabled Persons’ Federation, the total number of people with disabilities in China is more than 85 million, which is equivalent to one person with a disability for every 16 Chinese people. In this study, we downplay the differences between these groups, focusing only on common characteristics that hinder their use of the new public infrastructure. We collectively refer to these groups as digitally disadvantaged groups who may have difficulty adapting to the new public infrastructure integrating mixed physical and virtual spaces. This gap not only makes the new public infrastructure inconvenient for these digitally disadvantaged groups, but also leads to their exclusion and isolation from the advancing digital trend.

In the current context, in which the virtual and the real mix, digitally disadvantaged groups resemble stones in a turbulent flowing river. Although they can move forward, they do so with difficulty and will eventually be left behind. Besides facing the inherent inconveniences of new public infrastructure that integrates mixed physical and virtual spaces, digitally disadvantaged groups encounter additional obstacles. Unlike the traditional public infrastructure, the new public infrastructure requires users to log on to terminals, such as mobile phones, to engage with mixed physical and virtual spaces. However, a significant proportion of digitally disadvantaged groups cannot use the new public infrastructure effectively due to economic costs or a lack of familiarity with the technology. In addition, the use of facilities in physical and virtual mixed spaces requires engagement with numerous interactive elements, which further hinders digitally disadvantaged groups with weak social or technical skills.

The United Nations (UN) has stated the creation of ‘sustainable cities and communities’ as one of its sustainable development goals, and the construction of smart cities can help achieve this goal (Blasi et al. 2022 ). Recent studies have pointed out that the spread of COVID-19 exacerbated the marginalisation of vulnerable groups, while the lack of universal service processes and virtual facilities has created significant obstacles for digitally disadvantaged groups (Narzt et al. 2016 ; C. H. J. Wang et al. 2021 ). It should be noted that smart cities result from coordinated progress between technology and society (Al-Masri et al. 2019 ). The development of society should not be at the expense of certain people, and improving inclusiveness is key to the construction of smart cities, which should rest on people-oriented development (Ji et al. 2021 ). This paper focuses on the new public infrastructure that integrates mixed physical and virtual spaces. In it, we aim to explore how improved inclusiveness can be achieved for digitally disadvantaged groups during the construction of smart cities, and we propose the following research questions:

RQ1 . In a situation where there is a mix of physical and virtual spaces, what factors affect digitally disadvantaged groups’ use of the new public infrastructure?

RQ2 . What requirements will enable digitally disadvantaged groups to participate fully in the new public infrastructure integrating mixed physical and virtual spaces?

To answer these questions, we built a research model based on the unified theory of acceptance and use of technology (UTAUT) to explore the construction of a new public infrastructure that integrates mixed physical and virtual spaces (Venkatesh et al. 2003 ). During the research process, we focused on the attitudes, willingness, and other behavioural characteristics of digitally disadvantaged groups in relation to mixed physical and virtual spaces, aiming to ultimately provide research support for the construction of highly inclusive smart cities. Compared to existing research, this study goes further in exploring the integration and interconnection of urban public infrastructure in the process of smart city construction. We conducted empirical research to delve more deeply into the factors that influence digitally disadvantaged groups’ use of the new public infrastructure integrating mixed physical and virtual spaces. The results of this study can provide valuable guidelines and a theoretical framework for the construction of new public infrastructure and the improvement of relevant systems in mixed physical and virtual spaces. We also considered the psychological characteristics of digitally disadvantaged groups, introduced psychological reactance into the model, and used social interaction anxiety as a moderator for the model, thereby further enriching the research results regarding mixed physical and virtual spaces. This study directs social and government attention towards the issues affecting digitally disadvantaged groups in the construction of inclusive smart cities, and it has practical implications for the future digitally inclusive development of cities in China and across the world.

Theoretical background and literature review

Theoretical background of utaut.

Currently, the theories used to explore user acceptance behaviour are mainly applied separately in the online and offline fields. Theories relating to people’s offline use behaviour include the theory of planned behaviour (TPB) and the theory of reasoned action (TRA). Theories used to explore users’ online use behaviour include the technology acceptance model (TAM). Unlike previous researchers, who focused on either physical or virtual space, we focused on both. This required us to consider the characteristics of both physical and virtual spaces based on a combination of user acceptance theories (TPB, TRA, and TAM) and UTAUT, which was proposed by Venkatesh et al. ( 2003 ) in 2003. These theories have mainly been used to study the factors affecting user acceptance and the application of information technology. UTAUT integrates user acceptance theories to examine eight online and offline scenarios, thereby meeting our need for a theoretical model for this study that could include both physical and virtual spaces. UTAUT includes four key factors that directly affect users’ acceptance and usage behaviours: performance expectancy, facilitating conditions, social influence, and effort expectancy. Compared to other models, UTAUT has better interpretation and prediction capabilities for user acceptance behaviour (Venkatesh et al. 2003 ). A review of previous research showed that UTAUT has mainly been used to explore usage behaviours in online environments (Hoque and Sorwar, 2017 ) and regarding technology acceptance (Heerink et al. 2010 ). Thus, UTAUT is effective for exploring acceptance and usage behaviours. We therefore based this study on the belief that UTAUT could be applied to people’s intentions to use the new public infrastructure that integrates mixed physical and virtual spaces.

In this paper, we refine and extend UTAUT based on the characteristics of digitally disadvantaged groups, and we propose a model to explore the willingness of digitally disadvantaged groups to use the new public infrastructure integrating mixed physical and virtual spaces. We categorised possible influences on digitally disadvantaged groups’ use of the new public infrastructure into three areas: user factors, social factors, and technical factors. Among the user factors, we explored the willingness of digitally disadvantaged groups to use the new public infrastructure based on their performance expectancy and psychological reactance, as performance expectations are one of the UTAUT variables. To consider situations in which some users resist using new technologies due to cognitive bias, we combined (Hoque and Sorwar, 2017 ) showing that resistance among elderly people is a key factor affecting their adoption of mobile medical services with the theory of psychological reactance and introduced psychological reactance as an independent variable (Miron and Brehm, 2006 ). Among the social factors, we expanded the UTAUT social influence variable to include perceived institutional support and perceived marketplace influence. The new public infrastructure cannot be separated from the relevant government policies and the economic development status of the society in which it is constructed. Therefore, we aimed to explore the willingness of digitally disadvantaged people to use the new public infrastructure in terms of perceived institutional support and perceived marketplace influence. Among the technical factors, we explored the intentions of digitally disadvantaged groups to use new public infrastructure based on effort expectancy and facilitating conditions—both variables taken from UTAUT. In addition, considering that users with different levels of social interaction anxiety may have different levels of intention to use the new public infrastructure, we drew on research regarding the moderating role of consumer technological anxiety in adopting mobile shopping and introduced social interaction anxiety as a moderating variable (Yang and Forney, 2013 ). Believing that these modifications would further improve the interpretive ability of UTAUT, we considered it helpful to study the intentions of digitally disadvantaged groups to use the new public infrastructure.

Intentions to use mixed physical and virtual spaces

Many scholars have researched the factors that affect users’ willingness to use intelligent facilities, which can be broadly divided into two categories: for-profit and public welfare facilities. In the traditional business field, modern information technologies, such as the internet of things and AI, have become important means by which businesses can reduce costs and expand production. Even in traditional industries, such as agriculture (Kadylak and Cotten, 2020 ) and aquaculture (Cai et al. 2023 ), virtual technology now plays a significant role. Operators hope to use advanced technology to change traditional production and marketing models and to keep pace with new developments. However, mixed physical and virtual spaces should be inclusive for all people. Already, technological development is making it clear that no one will be able to entirely avoid mixed physical and virtual spaces. The virtualisation of public welfare facilities has gradually emerged in many areas of daily life, such as electronic health (D. D. Lee et al. 2019 ) and telemedicine (Werner and Karnieli, 2003 ). Government affairs are increasingly managed jointly in both physical and virtual spaces, resulting in an increase in e-government research (Ahn and Chen, 2022 ).

A review of the literature over the past decade showed that users’ willingness to use both for-profit and public welfare facilities is influenced by three sets of factors: user factors, social factors, and technical factors. First, regarding user factors, Bélanger and Carter ( 2008 ) pointed out that consumer trust in the government and technology are key factors affecting people’s intentions to use technology. Research on older people has shown that self-perceived ageing can have a significant impact on emotional attachment and willingness to use technology (B. A. Wang et al. 2021 ). Second, social factors include consumers’ intentions to use, which may vary significantly in different market contexts (Chiu and Hofer, 2015 ). For example, research has shown that people’s willingness to use digital healthcare tools is influenced by the attitudes of the healthcare professionals they encounter (Thapa et al. 2021 ). Third, technical factors include appropriate technical designs that help consumers use facilities more easily. Yadav et al. ( 2019 ) considered technical factors, such as ease of use, quality of service provided, and efficiency parameters, in their experiments.

The rapid development of virtual technology has inevitably drawn attention away from the physical world. Most previous researchers have focused on either virtual or physical spaces. However, scholars have noted the increasing mixing of these two spaces and have begun to study the relationships between them (Aslesen et al. 2019 ; Cocciolo, 2010 ). Wang ( 2007 ) proposed enhancing virtual environments by inserting real entities. Existing research has shown that physical and virtual spaces have begun to permeate each other in both economic and public spheres, blurring the boundaries between them (K. F. Chen et al. 2024 ; Paköz et al. 2022 ). Jakonen ( 2024 ) pointed out that, currently, with the integration of digital technologies into city building, the role of urban space in various stakeholders’ lives needs to be fully considered. The intermingling of physical and virtual spaces began to occur in people’s daily work (J. Chen et al. 2024 ) during the COVID-19 pandemic, which enhanced the integration trend (Yeung and Hao, 2024 ). The intermingling of virtual and physical spaces is a sign of social progress, but it is a considerable challenge for digitally disadvantaged people. For example, people with disabilities experience infrastructure, access, regulatory, communication, and legislative barriers when using telehealth services (Annaswamy et al. 2020 ). However, from an overall perspective, few relevant studies have considered the mixing of virtual and physical spaces.

People who are familiar with information technology, especially Generation Z, generally consider the integration of physical and virtual spaces convenient. However, for digitally disadvantaged groups, such ‘science fiction’-type changes can be disorientating and may undermine their quality of life. The elderly are an important group among the digitally disadvantaged groups referred to in this paper, and they have been the primary target of previous research on issues of inclusivity. Many researchers have considered the factors influencing older people’s willingness to use emerging technologies. For example, for the elderly, ease of use is often a prerequisite for enjoyment (Dogruel et al. 2015 ). Iancu and Iancu ( 2020 ) explored the interaction of elderly with technology, with a particular focus on mobile device design. The study emphasised that elderly people’s difficulties with technology stem from usability issues that can be addressed through improved design and appropriate training (Iancu and Iancu, 2020 ). Moreover, people with disabilities are an important group among digitally disadvantaged groups and an essential concern for the inclusive construction of cities. The rapid development of emerging technologies offers convenience to people with disabilities and has spawned many physical accessibility facilities and electronic accessibility systems (Botelho, 2021 ; Perez et al. 2023 ). Ease of use, convenience, and affordability are also key elements for enabling disadvantaged groups to use these facilities (Mogaji et al. 2023 ; Mogaji and Nguyen, 2021 ). Zander et al. ( 2023 ) explored the facilitators of and barriers to the implementation of welfare technologies for elderly people and people with disabilities. Factors such as abilities, attitudes, values, and lifestyles must be considered when planning the implementation of welfare technology for older people and people with disabilities (Zander et al. 2023 ).

In summary, scholars have conducted extensive research on the factors influencing intentions to use virtual facilities. These studies have revealed the underlying logic behind people’s adoption of virtual technology and have laid the foundations for the construction of inclusive new public infrastructure. Moreover, scholars have proposed solutions to the problems experienced by digitally disadvantaged groups in adapting to virtual facilities, but most of these scholars have focused on the elderly. Furthermore, scholars have recently conducted preliminary explorations of the mixing of physical and virtual spaces. These studies provided insights for this study, enabling us to identify both relevant background factors and current developments in the integration of virtual spaces with reality. However, most researchers have viewed the development of technology from the perspective of either virtual space or physical space, and they have rarely explored technology from the perspective of mixed physical and virtual spaces. In addition, when focusing on designs for the inclusion of digitally disadvantaged groups, scholars have mainly provided suggestions for specific practices, such as improvements in technology, hardware facilities, or device interaction interfaces, while little consideration has been given to the psychological characteristics of digitally disadvantaged groups or to the overall impact of society on these groups. Finally, in studying inclusive modernisation, researchers have generally focused on the elderly or people with disabilities, with less exploration of behavioural differences caused by factors such as social anxiety. Therefore, based on UTAUT, we explored the willingness of digitally disadvantaged groups to use the new public infrastructure integrating mixed physical and virtual spaces in a Chinese context (as shown in Fig. 2 ).

This figure explores the willingness of digitally disadvantaged groups to use the new public infrastructure integrating mixed physical and virtual spaces in a Chinese context.

Research hypotheses

User factors.

Performance expectancy is defined as the degree to which an individual believes that using a system will help him or her achieve gains in job performance (Chao, 2019 ; Venkatesh et al. 2003 ). In this paper, performance expectancy refers to the extent to which digitally disadvantaged groups obtain tangible results from the use of the new public infrastructure. Since individuals have a strong desire to improve their work performance, they have strong intentions to use systems that can improve that performance. Previous studies in various fields have confirmed the view that high performance expectancy can effectively promote individuals’ sustained intentions to use technology (Abbad, 2021 ; Chou et al. 2010 ; S. W. Lee et al. 2019 ). For example, the role of performance expectancy was verified in a study on intentions to use e-government (Zeebaree et al. 2022 ). We believe that if digitally disadvantaged groups have confidence that the new public infrastructure will help them improve their lives or work performance, even in complex environments, such as mixed physical and virtual spaces, they will have a greater willingness to use it. Therefore, we developed the following hypothesis:

H1: Performance expectancy has a positive impact on digitally disadvantaged groups’ intentions to use the new public infrastructure integrating mixed physical and virtual spaces.

Brehm ( 1966 ) proposed the psychological reactance theory in 1966. According to this theory, when individuals perceive that their freedom to make their own choices is under threat, a motivational state to restore that freedom is awakened (Miron and Brehm, 2006 ). Psychological reactance manifests in an individual’s intentional or unintentional resistance to external factors. Previous studies have shown that when individuals are in the process of using systems or receiving information, they may have cognitive biases that lead to erroneous interpretations of the external environment, resulting in psychological reactance (Roubroeks et al. 2010 ). Surprisingly, cognitive biases may prompt individuals to experience psychological reactance, even when offered support with helpful intentions (Tian et al. 2020 ). In this paper, we define psychological resistance as the cognitive-level or psychological-level obstacles or resistance of digitally disadvantaged groups to the new public infrastructure. This resistance may be due to digitally disadvantaged groups misunderstanding the purpose or use of the new public infrastructure. For example, they may think that the new public infrastructure will harm their self-respect or personal interests. When digitally disadvantaged groups view the new public infrastructure as a threat to their status or freedom to make their own decisions, they may develop resistance to its use. Therefore, psychological reactance cannot be ignored as an important factor potentially affecting digitally disadvantaged groups’ intentions to use the new public infrastructure. Hence, we developed the following hypothesis:

H2: Psychological reactance has a negative impact on digitally disadvantaged groups’ intentions to use the new public infrastructure integrating mixed physical and virtual spaces.

Social factors

In many countries, the main providers of public infrastructure are government and public institutions (Susilawati et al. 2010 ). Government decision-making is generally based on laws or government regulations (Acharya et al. 2022 ). Government decision-making procedures affect not only the builders of infrastructure, but also the intentions of users. In life, individuals and social organisations tend to abide by and maintain social norms to ensure that their behaviours are socially attractive and acceptable (Bygrave and Minniti, 2000 ; Martins et al. 2019 ). For example, national financial policies influence the marketing effectiveness of enterprises (Chen et al. 2021 ). Therefore, we believe that perceived institutional support is a key element influencing the intentions of digitally disadvantaged groups to use the new public infrastructure. In this paper, perceived institutional support refers to digitally disadvantaged groups’ perceived policy state or government support for using the new public infrastructure, including institutional norms, laws, and regulations. Existing institutions have mainly been designed around public infrastructure that exists in physical space. We hope to explore whether perceived institutional support for digitally disadvantaged groups affects their intentions to use the new public infrastructure that integrates mixed physical and virtual spaces. Thus, we formulated the following hypothesis:

H3: Perceived institutional support has a positive impact on digitally disadvantaged groups’ intentions to use the new public infrastructure integrating mixed physical and virtual spaces.

Perceived marketplace influence is defined as actions or decisions that affect the market behaviour of consumers and organisations (Joshi et al. 2021 ; Leary et al. 2014 ). In this paper, perceived marketplace influence is defined as the behaviour of others using the new public infrastructure that affects the intentions of digitally disadvantaged groups to use it. Perceived marketplace influence increases consumers’ perceptions of market dynamics and their sense of control through the influence of other participants in the marketplace (Leary et al. 2019 ). Scholars have explored the impact of perceived marketplace influence on consumers’ purchase and use intentions in relation to fair trade and charity (Leary et al. 2019 ; Schneider and Leonard, 2022 ). Schneider and Leonard ( 2022 ) claimed that if consumers believe that their mask-wearing behaviour will motivate others around them to follow suit, then this belief will in turn motivate them to wear masks. Similarly, when digitally disadvantaged people see the people around them using the new public infrastructure, this creates an invisible market that influences their ability and motivation to try using the infrastructure themselves. Therefore, we developed the following hypotheses:

H4: Perceived marketplace influence has a positive impact on digitally disadvantaged groups’ intentions to use the new public infrastructure integrating mixed physical and virtual spaces.

Technical factors

Venkatesh et al. ( 2003 ) defined effort expectancy as the ease with which individuals can use a system. According to Tam et al. ( 2020 ), effort expectancy positively affects individuals’ performance expectancy and their sustained intentions to use mobile applications. In this paper, effort expectancy refers to the ease of use of the new public infrastructure for digitally disadvantaged groups: the higher the level of innovation and the more steps involved in using a facility, the poorer the user experience and the lower the utilisation rate (Venkatesh and Brown, 2001 ). A study on the use of AI devices for service delivery noted that the higher the level of anthropomorphism, the higher the cost of effort required by the customer to use a humanoid AI device (Gursoy et al. 2019 ). In mixed physical and virtual spaces, the design and use of new public infrastructure may become increasingly complex, negatively affecting the lives of digitally disadvantaged groups. We believe that the simpler the new public infrastructure, the more it will attract digitally disadvantaged groups to use it, while also enhancing their intentions to use it. Therefore, we formulated the following hypothesis:

H5: Effort expectancy has a positive impact on digitally disadvantaged groups’ intentions to use the new public infrastructure integrating mixed physical and virtual spaces.

Venkatesh et al. ( 2003 ) defined facilitating conditions as the degree to which an individual believes that an organisation and its technical infrastructure exist to support the use of a system. In this paper, facilitating conditions refer to the external conditions that support digitally disadvantaged groups in using the new public infrastructure, including resources, knowledge bases, skills, etc. According to Zhong et al. ( 2021 ), facilitating conditions can affect users’ attitudes towards the use of face recognition payment systems and, further, affect their intentions to use them. Moreover, scholars have shown that facilitating conditions significantly promote people’s intentions to use e-learning systems and e-government (Abbad, 2021 ; Purohit et al. 2022 ). Currently, the new public infrastructure involves mixed physical and virtual spaces, and external facilitating conditions, such as a ‘knowledge salon’ or a training session, can significantly promote digitally disadvantaged groups’ intentions and willingness to the infrastructure. Therefore, we developed the following hypothesis:

H6: Facilitating conditions have a positive impact on digitally disadvantaged groups’ intentions to use the new public infrastructure integrating a mixed physical and virtual spaces.

Moderator variable

Magee et al. ( 1996 ) claimed that social interaction anxiety is an uncomfortable emotion that some people experience in social situations, leading to avoidance, a desire for solitude, and a fear of criticism. In this paper, social interaction anxiety refers to the worries and fears of digitally disadvantaged groups about the social interactions they will be exposed to when using the new public infrastructure. Research has confirmed that people with high levels of dissatisfaction with their own bodies are more anxious in social situations (Li Mo and Bai, 2023 ). Moreover, people with high degrees of social interaction anxiety may feel uncomfortable in front of strangers or when observed by others (Zhu and Deng, 2021 ). Digitally disadvantaged groups usually have some physiological inadequacies and may be rejected by ‘normal’ groups. Previous studies have shown that the pain caused by social exclusion is positively correlated with anxiety (Davidson et al. 2019 ). Digitally disadvantaged groups may have higher degrees of dissatisfaction with their own physical abilities, which may exacerbate any social interaction anxiety they already have. We believe that high social interaction anxiety is a common characteristic of digitally disadvantaged groups, defining them as ‘different’ from other groups.

In mixed physical and virtual spaces, if the design of the new public infrastructure is not friendly and does not help digitally disadvantaged groups use it easily, their perceived social exclusion is likely to increase, resulting in a heightened sense of anxiety. However, compared with face-to-face and offline social communication, online platforms offer convenience in terms of both communication method and duration (Ali et al. 2020 ). Therefore, people with a high degree of social interaction anxiety frequently prefer and are likely to choose online social communication (Hutchins et al. 2021 ). However, digitally disadvantaged groups may be unable to avoid social interaction by using the facilities offered in virtual spaces. Therefore, we believe that influencing factors may have different effects on intentions to use the new public infrastructure, according to the different levels of social interaction anxiety experienced. Therefore, we predicted the following:

H7: Social interaction anxiety has a moderating effect on each path.

Research methodology

Research background and cases.

To better demonstrate the phenomenon of the new public infrastructure integrating mixed physical and virtual spaces, we considered the cases of ‘Zheli Office’ (as shown in Fig. 3 ) and Alipay (as shown in Fig. 4 ) to explain the two areas of government affairs and daily life affairs, which greatly affect the daily lives of residents. Examining the functions of ‘Zheli Office’ and Alipay in mixed physical and virtual spaces allowed us to provide examples of the new public infrastructure integrating mixed physical and virtual spaces.

This figure shows the ‘Zheli Office’, it is a comprehensive government application that integrates government services through digital technology, transferring some processes from offline to online and greatly improving the convenience, efficiency, and personalisation of government services.

This figure shows Alipay, it supports the integration of various local services, such as live payments and convenient services, and has gradually become Zhejiang’s largest living service platform.

‘Zheli Office’ provides Zhejiang residents with a channel to handle their tax affairs. Residents who need to manage their tax affairs can choose the corresponding tax department through ‘Zheli Office’ and schedule the date and time for offline processing. Residents can also upload tax-related materials directly to ‘Zheli Office’ to submit them to the tax department for preapproval. Residents only need to present the vouchers generated by ‘Zheli Office’ to the tax department at the scheduled time to manage tax affairs and undergo final review. By mitigating long waiting times and tedious tax material review steps through the transfer of processes from physical spaces to virtual spaces, ‘Zheli Office’ greatly optimises the tax declaration process and saves residents time and effort in tax declaration.

Alipay provides residents with a channel to rent shared bicycles. Residents who want to rent bicycles can enter their personal information on Alipay in advance and provide a guarantee (an Alipay credit score or deposit payment). When renting a shared bicycle offline, residents only need to scan the QR code on the bike through Alipay to unlock and use it. When returning the bike, residents can also click the return button to automatically lock the bike and pay the fee anytime and anywhere. By automating leasing procedures and fee settlement in virtual spaces, Alipay avoids the tedious operations that residents experience when renting bicycles in physical stores.

Through the preceding two examples, we demonstrate the specific performance of the integration of virtual spaces and physical spaces. The government/life affairs of residents, such as tax declarations, certificate processing, transportation, shopping, and various other affairs, all require public infrastructure support. With the emergence of new digital trends in residents’ daily lives, mixed physical and virtual spaces have produced a public infrastructure that can support residents’ daily activities in mixed physical and virtual spaces. Due to the essential differences between public infrastructure involving mixed physical and virtual spaces and traditional physical and virtual public infrastructures, we propose a new concept—new public infrastructure. This is defined as ‘a public infrastructure that supports residents in conducting daily activities in mixed physical and virtual spaces’. It is worth noting that the new public infrastructure may encompass not only the virtual spaces provided by digital applications but also the physical spaces provided by machines capable of receiving digital messages, such as smart screens, scanners, and so forth.

The UN Sustainable Development Goal Report highlights that human society needs to build sustainable cities and communities that do not sacrifice the equality of some people. Digitally disadvantaged groups should not be excluded from the sustainable development of cities due to the increasing digitalisation trend because everyone should enjoy the convenience of the new public infrastructure provided by cities. Hence, ensuring that digitally disadvantaged groups can easily and comfortably use the new public infrastructure will help promote the construction of smart cities, making them more inclusive and universal. It will also promote the development of smart cities in a more equal and sustainable direction, ensuring that everyone can enjoy the benefits of urban development. Therefore, in this article, we emphasise the importance of digitally disadvantaged groups in the construction of sustainable smart cities. Through their participation and feedback, we can build more inclusive and sustainable smart cities in the future.

Research design

The aim of this paper was to explore the specific factors that influence the intentions of digitally disadvantaged groups to use the new public infrastructure integrating mixed physical and virtual spaces, and to provide a rational explanation for the role of each factor. To achieve this goal, we first reviewed numerous relevant academic papers. This formed the basis of our research assumptions and helped determine the measurement items we included. Second, we collected data through a questionnaire survey and then analysed the data using partial least squares structural equation modelling (PLS-SEM) to explore the influence of the different factors on digitally disadvantaged groups’ intentions to use the new public infrastructure. Finally, we considered in depth the mechanisms by which the various factors influenced digitally disadvantaged groups’ intentions to use mixed physical and virtual spaces.

We distributed a structured questionnaire to collect data for the study. To ensure the reliability and validity of the questionnaire, we based the item development on the scales used in previous studies (as shown in Appendix A). The first part of the questionnaire concerned the participants’ intentions to use the new public infrastructure. Responses to this part of the questionnaire were given on a seven-point Likert scale to measure the participants’ agreement or disagreement with various statements, with 1 indicating ‘strong disagreement’ and 7 indicating ‘strong agreement’. In addition, we designed cumulative scoring questions to measure the participants’ social interaction anxiety according to Fergus’s Social Interaction Anxiety Scale (Fergus et al. 2012 ). The second part of the questionnaire concerned the demographic characteristics of the participants, including but not limited to gender, age, and education level. Participants were informed that completing the survey was voluntary and that they had the right to refuse or withdraw at any time. They were informed that the researchers would not collect any personal information that would make it possible to identify them. Only after we had obtained the participants’ consent did we commence the questionnaire survey and data collection. Since the new public infrastructure referred to in this study was quite abstract, it was not conducive to the understanding and perceptions of digitally disadvantaged groups. Therefore, to better enable the respondents to understand our concept of the new public infrastructure, we simplified it to ‘an accessible infrastructure’ and informed them about typical cases and the relevant context of this study before they began to complete the questionnaire.

Once the questionnaire design was finalised, we conducted a pretest to ensure that the questions met the basic requirements of reliability and validity and that the participants could accurately understand the questions. In the formal questionnaire survey stage, we distributed the online questionnaire to digitally disadvantaged groups based on the principle of simple random sampling and collected data through the Questionnaire Star platform. Our sampling principle was based on the following points: first, the respondents had to belong to digitally disadvantaged groups and have experienced digital divide problems; second, they had to own at least one smart device and have access to the new public infrastructure, such as via ‘Zheli Office’ or Alipay, and third, they must have used government or daily life services on ‘Zheli Office’ or Alipay at least once in the past three months. After eliminating any invalid questionnaires, 337 valid completed questionnaires remained. The demographic characteristics of the participants are shown in Table 1 . In terms of gender, 54.30% of the participants were male, and 45.70% were female. In terms of age, 64.09% of the participants were aged 18–45 years. In terms of social interaction anxiety, the data showed that 46.59% of the participants had low social interaction anxiety, and 53.41% had high social interaction anxiety.

Data analysis

PLS-SEM imposes few restrictions on the measurement scale, sample size, and residual distribution (Ringle et al. 2012 ). However, the environment in which the research object was located was relatively new, so we added two special variables—psychological reactance and perceived institutional support—to the model. The PLS-SEM model was considered suitable for conducting exploratory research on the newly constructed theory and research framework. Building on previous experience, the data analysis was divided into two stages: 1) the measurement model was used to evaluate the reliability and validity of the experiment, and 2) the structural model was used to test the study hypotheses by examining the relationships between the variables.

Measurement model

First, we tested the reliability of the model by evaluating the reliability of the constructs. As shown in Table 2 , the Cronbach’s alpha (CA) range for this study was 0.858–0.901, so both extremes were higher than the acceptable threshold (Jöreskog, 1971 ). The composite reliability (CR) scores ranged from 0.904 to 0.931; therefore, both extremes were above the threshold of 0.7 (Bagozzi and Phillips, 1982 ) (see Table 2 ).

We then assessed the validity. The test for structural validity included convergent validity and discriminant validity. Convergent validity was mainly verified by the average variance extracted (AVE) value. The recommended value for AVE is 0.5 (Kim and Park, 2013 ). In this study, the AVE values for all structures far exceeded this value (the minimum AVE value was 0.702; see Table 2 ). This result showed that the structure of this model was reliable. The Fornell–Larcker criterion is commonly used to evaluate discriminant validity; that is, the square root of the AVE should be far larger than the correlations for other constructs, meaning that each construct best explains the variance of its own construct (Hair et al. 2014 ), as shown in Table 3 . The validity of the measurement model was further evaluated by calculating the cross-loading values of the reflection construct. It can clearly be seen from Table 4 that compared with other constructs included in the structural model, the indicators of the reflection metric model had the highest loading on their potential constructs (Hair et al. 2022 ), indicating that all inspection results met the evaluation criterion for cross-loading.

In addition, we used the heterotrait-monotrait (HTMT) ratio of correlations to analyse discriminant validity (Henseler et al. 2015 ). Generally, an HTMT value greater than 0.85 indicates that there are potential discriminant validity risks (Hair et al. 2022 ), but Table 5 shows that the HTMT ratios of the correlations in this study were all lower than this value (the maximum value was 0.844).

Structural model

Figure 5 presents the evaluation results for the structural model for the whole sample. The R 2 value for the structural model in this study was 0.740; that is, the explanatory power of the model regarding intention to use was 74.00%. The first step was to ensure that there was no significant collinearity between the predicted value structures, otherwise there would be redundancy in the analysis (Hair et al. 2019 ). All VIF values in this study were between 1.743 and 2.869 and were therefore lower than the 3.3 threshold value for the collinearity test (Hair et al. 2022 ), which proved that the path coefficient had not deviated. This also proves that the model had a low probability of common method bias.

This figure shows the evaluation results for the structural model.

As shown in Fig. 5 , performance expectation ( β  = 0.505, p  < 0.001), perceived institutional support ( β  = 0.338, p  < 0.001), perceived marketplace influence ( β  = 0.190, p  < 0.001), effort expectation ( β  = 0.176, p  < 0.001) and facilitating conditions ( β  = 0.108, p  < 0.001) all had significant and positive effects on intention to use. Moreover, the results showed that the relationship between psychological reaction ( β  = −0.271, p  < 0.001) and intention to use was negative and significant. Therefore, all the paths in this paper, except for the moderator variables, have been verified.

Multi-group analysis

To study the moderating effect between the independent variables and the dependent variables, Henseler et al. ( 2009 ) recommended using a multigroup analysis (MGA). In this study, we used MGA to analyse the moderating effect of different levels of social interaction anxiety. We designed six items for social interaction anxiety (as shown in Appendix A). According to the subjects’ responses to these six items and based on the principle of accumulation, questionnaires with scores of 6–20 indicated low social interaction anxiety, while questionnaires with scores of 28–42 indicated high social interaction anxiety. Questionnaires with scores of 21–27 were considered neutral and eliminated from the analysis involving social interaction anxiety. Based on multigroup validation factor analysis, we determined the component invariance, the configurable invariance, and the equality between compound variance and mean (Hair et al. 2019 ). As shown in Formula 1 , we used an independent sample t -test as a significance test, and a p -value below 0.05 indicated the significance of the parameters.

As shown in Table 6 , under social factors, the p -value for perceived institutional support in relation to intention to use was 0.335, which failed the significance test. This showed that there were no differences between the different degrees of social interaction anxiety. For technical factors, the p -value for facilitating conditions in relation to intention to use was 0.054, which again failed the test. This showed that there were no differences between the different levels of social interaction anxiety. However, the p -values for performance expectancy, psychological reaction, perceived marketplace influence, and effort expectancy in relation to intention to use were all less than 0.05; therefore, they passed the test for significance. This revealed that different degrees of social interaction anxiety had significant effects on these factors and that social interaction anxiety moderated some of the independent variables.

Next, we considered the path coefficients and p- values for the high and low social anxiety groups, as shown in Table 6 . First, with different levels of social anxiety, performance expectation had significantly different effects on intention to use, with low social anxiety ( β  = −0.129, p  = 0.394) failing the test and high social anxiety ( β  = 0.202, p  = 0.004) passing the test. This shows that high social anxiety levels had a greater influence of performance expectations on intention to use than low social anxiety levels. Second, psychological reactance showed significant differences in its effect on intention to use under different degrees of social anxiety, with low social anxiety ( β  = 0.184, p  = 0.065) failing the test and high social anxiety ( β  = −0.466, p  = 0.000) passing the test. Third, with different levels of social anxiety, perceived marketplace influence had significantly different effects on intention to use. Of these, perceived marketplace influence had a significant effect with low social anxiety levels ( β  = 0.312, p  = 0.001) but not with high social anxiety levels ( β  = 0.085, p  = 0.189). Finally, with differing degrees of social anxiety, expected effort had significantly different effects on intention to use. Of these, expected effort was insignificant at a low social anxiety level ( β  = −0.058, p  = 0.488), but it was significant at a high social anxiety level ( β  = 0.326, p  = 0.000). Therefore, different degrees of social interaction anxiety had significantly different effects on performance expectation, psychological reactance, perceived marketplace influence, and effort expectation.

Compared with previous studies, this study constituted a preliminary but groundbreaking exploration of mixed physical and virtual spaces. Moreover, we focused on the inclusivity problems encountered by digitally disadvantaged groups in these mixed physical and virtual spaces. We focused on performance expectancy, psychological reactance, perceived institutional support, perceived marketplace influence, effort expectancy, and facilitating conditions as the six factors, with intention to use being the measure of the perceived value of the new public infrastructure. However, digitally disadvantaged groups, depending on their own characteristics or social influences, can provoke different responses from the general population in their social interactions. Therefore, we added social interaction anxiety to the model as a moderating variable, in line with the assumed psychological characteristics of digitally disadvantaged groups. The empirical results revealed a strong correlation between influencing factors and intention to use. This shows that this model has good applicability for mixed physical and virtual spaces.

According to the empirical results, performance expectancy has a significant and positive impact on intention to use, suggesting that the mixing of the virtual and the real will create usage issues and cognitive difficulties for digitally disadvantaged groups. However, if the new public infrastructure can capitalise on the advantages of blended virtual and physical spaces, it could help users build confidence in its use, which would improve their intentions to use it. Furthermore, users’ intentions to use and high social interaction anxiety are likely to be promoted by performance expectancy. In most cases, social interaction anxiety stems from self-generated avoidance, isolation, and fear of criticism (Schultz and Heimberg, 2008 ). This may result in highly anxious digitally disadvantaged groups being reluctant to engage with others when using public facilities (Mulvale et al. 2019 ; Schou and Pors, 2019 ). However, the new public infrastructure is often unattended, which could be an advantage for users with high social anxiety. Therefore, the effect of performance expectancy in promoting intentions to use would be more significant in this group.

We also found that the psychological reactance of digitally disadvantaged groups had a reverse impact on their intentions to use technology in mixed physical and virtual spaces. However, social interaction anxiety had a moderating effect on this, such that the negative effect of psychological reactance on intention to use the new public infrastructure was more pronounced in the group with high social interaction anxiety. Facilities involving social or interactive factors may make users with high social interaction anxiety think that their autonomy is, to some extent, being violated, thus triggering subconscious resistance. The communication anxiety of digitally disadvantaged groups stems not only from the new public infrastructure itself but also from the environment in which it is used (Fang et al. 2019 ). Complex, mixed physical and virtual spaces can disrupt the habits that digitally disadvantaged groups have developed in purely physical spaces, resulting in greater anxiety (Hu et al. 2022 ), while groups with high levels of social anxiety tend to remain independent because they prefer to maintain their independence. Therefore, a high degree of social interaction anxiety will induce psychological reactance towards using the new public infrastructure.

The results of this paper shed further light on the role of social factors. In particular, the relationship between perceived institutional support and intention to use reflects the fact that perceived institutional support plays a role in promoting digitally disadvantaged groups’ intentions to use the new public infrastructure. This indicates that promotion measures need to be introduced by the government and public institutions if digitally disadvantaged groups are to accept the new public infrastructure. The development of a new public infrastructure integrating mixed physical and virtual spaces requires a high level of involvement from government institutions to facilitate the inclusive development of sustainable smart cities (Khan et al. 2020 ). An interesting finding of this study was that there were no significant differences between the effects of either high or low levels of social interaction anxiety on perceived institutional support and intention to use. This may be because social interaction anxiety mainly occurs in individuals within their close microenvironments. The policies and institutional norms of perceived institutional support tend to act at the macro level (Chen and Zhang, 2021 ; Mora et al. 2023 ), so levels of social interaction anxiety do not differ insignificantly between perceived institutional support and intentions to use the new public infrastructure.

We also found that digitally disadvantaged groups with low social interaction anxiety were more influenced by perceived marketplace influence. Consequently, they were more willing to use the new public infrastructure. When the market trend is to aggressively build a new public infrastructure, companies will accelerate their infrastructure upgrades to keep up with the trend (Hu et al. 2023 ; Liu and Zhao, 2022 ). Companies are increasingly incorporating virtual objects into familiar areas, forcing users to embrace mixed physical and virtual spaces. In addition, it is inevitable that digitally disadvantaged groups will have to use the new public infrastructure due to the market influence of people around them using this infrastructure to manage their government or life issues. When digitally disadvantaged groups with low levels of social interaction anxiety use the new public infrastructure, they are less likely to feel fearful and excluded (Kaihlanen et al. 2022 ) and will tend to be positively influenced by the use behaviours of others to use the new public infrastructure themselves (Troisi et al. 2022 ). The opposite is true for groups with high social interaction anxiety, which leads to significant differences in perceived marketplace influence and intentions to use among digitally disadvantaged groups with different levels of social interaction anxiety.

Existing mixed physical and virtual spaces exhibit exceptional technical complexity, and the results of this study affirm the importance of technical factors in affecting intentions to use. In this paper, we emphasised effort expectancy as the ease of use of the new public infrastructure (Venkatesh et al. 2003 ), which had a significant effect on digitally disadvantaged groups with high levels of social interaction anxiety but no significant effect on those with low levels of social interaction anxiety. Digitally disadvantaged groups with high levels of social interaction anxiety are likely to have a stronger sense of rejection due to environmental pressures if the new public infrastructure is too cumbersome to run or operate; they may therefore prefer using simple facilities and services. Numerous scholars have proven in educational (Hu et al. 2022 ), medical (Bai and Guo, 2022 ), business (Susanto et al. 2018 ), and other fields that good product design promotes users’ intentions to use technology (Chen et al. 2023 ). For digitally disadvantaged groups, accessible and inclusive product designs can more effectively incentivise their intentions to use the new public infrastructure (Hsu and Peng, 2022 ).

Facilitating conditions are technical factors that represent facility-related support services. The study results showed a significant positive effect of facilitating conditions on intention to use. This result is consistent with the results of previous studies regarding physical space. Professional consultation (Vinnikova et al. 2020 ) and training (Yang et al. 2023 ) on products in conventional fields can enhance users’ confidence, which can then be translated into intentions to use (Saparudin et al. 2020 ). Although the form of the new public infrastructure has changed in the direction of integration, its target object is still the user in physical space. Therefore, better facilitating conditions can enhance users’ sense of trust and promote their intentions to use (Alalwan et al. 2017 ; Mogaji et al. 2021 ). Concerning integration, because the new public infrastructure can assume multiple forms, it is difficult for digitally disadvantaged groups to know whether a particular infrastructure has good facilitating conditions. It is precisely such uncertainties that cause users with high social interaction anxiety to worry that they will be unable to use the facilities effectively. They may then worry that they will be burdened by scrutiny from strangers, causing resistance. Even when good facilitating conditions exist, groups with high social interaction anxiety do not necessarily intend to use them. Therefore, there were no significant differences between the different levels of social interaction anxiety in terms of facilitating conditions and intention to use them.

Theoretical value

In this study, we mainly examined the factors influencing digitally disadvantaged groups’ intentions to use the new public infrastructure consisting of mixed physical and virtual spaces. The empirical results of this paper make theoretical contributions to the inclusive construction of mixed spaces in several areas.

First, based on an understanding of urban development involving a deep integration of physical space with virtual space, we contextualise virtual space within the parameters of public infrastructure to shape the concept of a new public infrastructure. At the same time, by including the service system, the virtual community, and other non-physical factors in the realm where the virtual and the real are integrated, we form a concept of mixed physical and virtual spaces, which expands the scope of research related to virtual and physical spaces and provides new ideas for relevant future research.

Second, this paper makes a preliminary investigation of inclusion in the construction of the new public infrastructure and innovatively examines the factors that affect digitally disadvantaged groups’ willingness to use the mixed infrastructure, considering them in terms of individual, social, and technical factors. Moreover, holding that social interaction anxiety is consistent with the psychological characteristics of digitally disadvantaged groups, we introduce social interaction anxiety into the research field and distinguish between the performance of subjects with high social interaction anxiety and the performance of those with low social interaction anxiety. From the perspective of digitally disadvantaged groups, this shows the regulatory effect of social interaction anxiety on users’ psychology and behaviours. These preliminary findings may lead to greater attention being paid to digitally disadvantaged groups and prompt more studies on inclusion.

In addition, while conducting background research, we visited public welfare organisations and viewed government service lists to obtain first-hand information about digitally disadvantaged groups. Through our paper, we encourage the academic community to pay greater attention to theoretical research on digitally disadvantaged groups in the hope that deepening and broadening such research will promote the inclusion of digitally disadvantaged groups in the design of public infrastructure.

Practical value

Based on a large quantity of empirical research data, we explored the digital integration factors that affect users’ intentions to use the new public infrastructure. To some extent, this provides new ideas and development directions for inclusive smart city construction. Inclusion in existing cities mainly concerns the improvement of specific technologies, but the results of this study show that technological factors are only part of the picture. The government should introduce relevant policies to promptly adapt the new public infrastructure to digitally disadvantaged groups, and the legislature should enact appropriate laws. In addition, the study results can guide the design of mixed physical and virtual spaces for the new public infrastructure. Enterprises can refer to the results of this study to identify inconveniences in their existing facilities, optimise their service processes, and improve the inclusiveness of urban institutions. Furthermore, attention should be paid to the moderating role of social interaction anxiety in the process. Inclusive urban construction should not only be physical but should closely consider the inner workings of digitally disadvantaged groups. The government and enterprises should consider the specific requirements of people with high social interaction anxiety, such as by simplifying the enquiry processes in their facilities or inserting psychological comfort measures into the processes.

Limitations and future research

Due to resource and time limitations, this paper has some shortcomings. First, we considered a broad range of digitally disadvantaged groups and conducted a forward-looking exploratory study. Since we collected data through an online questionnaire, there were restrictions on the range of volunteers who responded. Only if participants met at least one of the conditions could they be identified as members of digitally disadvantaged groups and participate in a follow-up survey. To reduce the participants’ introspection and painful recollections of their disabilities or related conditions, and to avoid expected deviations from the data obtained through the survey, we made no detailed distinction between the participants’ degrees of impairment or the reasons for impairment. We adopted a twofold experimental approach.: first, a questionnaire that was too detailed might have infringed on the participants’ privacy rights, and second, since little research has been conducted on inclusiveness in relation to mixed physical and virtual spaces, this work was pioneering. Therefore, we paid greater attention to digitally disadvantaged groups’ intentions to use the new public infrastructure. In future research, we could focus on digitally disadvantaged individuals who exhibit the same deficiencies, or further increase the sample size to investigate the participants’ intentions to use the new public infrastructure in more detail.

Second, different countries have different economic development statuses and numbers of digitally disadvantaged groups. Our study mainly concerned the willingness of digitally disadvantaged groups to use the new public infrastructure in China. Therefore, in the future, the intentions of digitally disadvantaged groups to use new public infrastructures involving mixed physical and virtual spaces can be further explored in different national contexts. Furthermore, in addition to the effects of social interaction anxiety examined in this paper, future researchers could consider other moderators associated with individual differences, such as age, familiarity with technology, and disability status. We also call for more scholars to explore digitally disadvantaged groups’ use of the new public infrastructure to promote inclusive smart city construction and sustainable social development.

Previous researchers have explored users’ intentions to use virtual technology services and have analysed the factors that influence those intentions (Akdim et al. 2022 ; Liébana-Cabanillas et al. 2020 ; Nguyen and Dao, 2024 ). However, researchers have mainly focused on single virtual or physical spaces (Scavarelli et al. 2021 ; Zhang et al. 2020 ), and the topic has rarely been discussed in relation to mixed physical and virtual spaces. In addition, previous studies have mainly considered the technology perspective (Buckingham et al. 2022 ; Carney and Kandt, 2022 ), and the influence of digitally disadvantaged groups’ psychological characteristics and the effect of the overall social environment on their intentions to use have largely been ignored. To fill this gap, we constructed a UTAUT-based model for intentions to use the new public infrastructure that involved a mixing of physical and virtual spaces. We considered the mechanisms influencing digitally disadvantaged groups’ use of the new public infrastructure, considering them from the perspectives of individual, social, and technical factors. We processed and analysed 337 valid samples using PLS-SEM. The results showed that there were significant correlations between the six user factor variables and intention to use the new public infrastructure. In addition, for digitally disadvantaged groups, different degrees of social interaction anxiety had significantly different effects on the impacts of performance expectancy, psychological reactance, perceived marketplace influence, and effort expectancy on intention to use, while there were no differences in the impacts of perceived institutional support and facilitating conditions on intention to use.

In the theoretical value, we build on previous scholarly research on the conceptualisation of new public infrastructures, mixed physical and virtual spaces (Aslesen et al. 2019 ; Cocciolo, 2010 ), arguing for user, social and technological dimensions influencing the use of new public infrastructures by digitally disadvantaged groups in mixed physical and virtual spaces, and for the moderating role of social interaction anxiety. Meanwhile, this study prospectively explores the new phenomenon of digitally disadvantaged groups using new public infrastructures in mixed physical and virtual spaces, which paves the way for future scholars to explore the field both in theory and literature. In the practical value, the research findings will be helpful in promoting effective government policies and corporate designs and in prompting the development of a new public infrastructure that better meets the needs of digitally disadvantaged groups. Moreover, this study will help to direct social and government attention to the problems that exist in the use of new public infrastructures by digitally disadvantaged groups. It will have a significant implication for the future development of smart cities and urban digital inclusiveness in China and worldwide.

Data availability

The datasets generated during and/or analysed during the current study are not publicly available due to the confidentiality of the respondents’ information but are available from the corresponding author upon reasonable request for academic purposes only.

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Acknowledgements

This research was supported by the National Social Science Foundation of China, grant number 22BGJ037; the Fundamental Research Funds for the Provincial Universities of Zhejiang, grant number GB202301004; and the Zhejiang Province University Students Science and Technology Innovation Activity Program, grant numbers 2023R403013, 2023R403010 & 2023R403086.

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These authors contributed equally: Chengxiang Chu, Zhenyang Shen, Hanyi Xu.

Authors and Affiliations

School of Management, Zhejiang University of Technology, Hangzhou, China

Chengxiang Chu, Zhenyang Shen, Qizhi Wei & Cong Cao

Law School, Zhejiang University of Technology, Hangzhou, China

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Contributions

Conceptualisation: C.C., CX.C. and ZY.S.; Methodology: CX.C. and HY.X.; Validation: ZY.S. and QZ.W.; Formal analysis: HY.X.; Investigation: CX.C., ZY.S. and HY.X.; Resources: C.C.; Data curation: CX.C. and HY.X.; Writing–original draft preparation: CX.C, ZY.S., HY.X. and QZ.W.; Writing–review & editing: CX.C and C.C.; Visualisation: ZY.S. and HY.X.; Supervision: C.C.; Funding acquisition: C.C., CX.C. and ZY.S.; all authors approved the final manuscript to be submitted.

Corresponding author

Correspondence to Cong Cao .

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Ethical approval for the involvement of human subjects in this study was granted by Institutional Review Board of School of Management, Zhejiang University of Technology, China, Reference number CC-2023-1-0008-0005-SOM-ZJUT.

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Informed consent was obtained from all individual participants included in the study.

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Appendix A. Measurement items

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Chu, C., Shen, Z., Xu, H. et al. How to avoid sinking in swamp: exploring the intentions of digitally disadvantaged groups to use a new public infrastructure that combines physical and virtual spaces. Humanit Soc Sci Commun 11 , 1135 (2024). https://doi.org/10.1057/s41599-024-03684-0

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What research says about preventing school shootings

Cory Turner

Jeffrey Pierre

Students and residents mourn those who lost their lives near the scene of the mass shooting at Apalachee High School in Winder, Ga. Peter Zay/Anadolu via Getty Images hide caption

Wednesday's violence at a Georgia high school and the arrest of a 14-year-old suspect follow a familiar pattern of previous school shootings. After every one, there's been a tendency to ask, "How do we prevent the next one?"

For years, school safety experts, and even the U.S. Secret Service, have rallied around some very clear answers. Here's what they say.

It's not a good idea to arm teachers

There's broad consensus that arming teachers is not  a good policy. That's according to Matthew Mayer, a professor at Rutgers Graduate School of Education. He's been studying school violence since before Columbine, and he's part of a group of researchers who have published several position papers about why school shootings happen.

Law enforcement had prior warning about suspect in fatal Georgia high school shooting

Mayer says arming teachers is a bad idea "because it invites numerous disasters and problems, and the chances of it actually helping are so minuscule."

In 2018, a Gallup poll  also found that most teachers do not want to carry guns in school, and overwhelmingly favor gun control measures over security steps meant to "harden" schools. When asked which specific measures would be "most effective" at preventing school shootings, 57% of teachers favored universal background checks, and the same number, 57%, also favored banning the sale of semiautomatic weapons such as the one used in the Parkland attack.

Raise age limits for gun ownership

School safety researchers support tightening age limits for gun ownership, from 18 to 21. They say 18 years old is too young to be able to buy a gun; the teenage brain is just too impulsive. And they point out that the school shooters in Parkland, Santa Fe, Newtown, Columbine and Uvalde were all under 21.

School safety researchers also support universal background checks and banning assault-style weapons . But it's not just about how shooters legally acquire firearms. A 2019 report  from the Secret Service found that in half the school shootings they studied, the gun used was either readily accessible at home or not meaningfully secured.

Of course, schools don't have control over age limits and gun storage. But there's a lot they can still do.

Schools can support the social and emotional needs of students

A lot of the conversation around making schools safer has centered on hardening schools by adding police officers and metal detectors. But experts say schools should actually focus on softening  to support the social and emotional needs of students .

"Our first preventative strategy should be to make sure kids are respected, that they feel connected and belong in schools," says Odis Johnson Jr., of Johns Hopkins University's Center for Safe and Healthy Schools.

That means building kids' skills around conflict resolution, stress management and empathy for their fellow classmates — skills that can help reduce all sorts of unwanted behaviors, including fighting and bullying.

In its report, the Secret Service found most of the school attackers they studied had been bullied.

The School Shootings That Weren't

Jackie Nowicki has led multiple school safety investigations at the U.S. Government Accountability Office. She and her team have identified some of things schools can do to make their classrooms and hallways feel safer, including "anti-bullying training for staff and teachers, adult supervision, things like hall monitors, and mechanisms to anonymously report hostile behaviors."

The Secret Service recommends schools implement what they call a threat assessment model, where trained staff — including an administrator, a school counselor or psychologist, as well as a law enforcement representative — work together to identify and support students in crisis before they hurt others.

Earlier this year, the National Association of Secondary School Principals released new guidance for preventing school violence.

It noted that ensuring that educators, parents and students have access to mental health services is a "critical component" in preventing violence and increasing school safety. And the organization called for congressional action to provide support for those services.

This story has been updated from an earlier version published on May 26, 2022.

• gun violence
• mass shootings

New study finds 'lengthened supersets' can lead to 43.3% more muscle growth

Get results with this newly studied, cutting-edge method

The methods

The results, the conclusion, what this means for us.

From DOMS to concentric and eccentric exercises , fitness lingo is a minefield. The latest terms to have gained attention? 'Stretch-mediated hypertrophy ' and 'long-length partials'. Nope, you haven't landed in a foreign country - these concepts are the topic of the moment for bodybuilders and evidence-based fitness influencers, as emerging research is shedding light on the benefits of training muscles at longer lengths for optimised muscle growth .

Now, a new pre-print study adds to this growing body of evidence, suggesting that training muscles in these extended positions could significantly enhance hypertrophy (i.e. muscle growth) without the need to completely overhaul your existing workout routine.

We break down how a simple tweak at the end of your sets could help you train past failure and maximise hypertrophy.

The study (pre print) conducted by Larsen et al investigated the effects of different training techniques on muscle hypertrophy, specifically focusing on the medial gastrocnemius muscle – a part of the calf . The main objective of the study was to determine whether performing Smith machine calf raises to dorsiflexion (with your foot in a backward bending position, toes flexed towards you) would lead to greater muscle hypertrophy compared to performing the same exercise to plantarflexion (pointing your foot downwards).

The researchers were interested in whether this extended (dorsiflexion) lengthened position during the calf raises would lead to greater muscle growth than the shortened (plantarflexion) position.

Lasting 12 weeks, the study followed a within participant design with 23 untrained men taking part:

• Each participant had their right and left limb randomly allocated to one of two conditions: momentary failure (complete muscular failure) reached in peak plantarflexion range of motion, or volitional failure (no motivation to finish set) reached in peak dorsiflexion range of motion.
• All participants performed standing calf raises using a Smith machine with an individualised range of motion.
• One familiarisation session was performed to introduce the participants to the techniques.
• Between weeks 2 and 5, participants trained each leg with 3 sets per workout. In weeks 6 to 11, all participants performed 4 sets during each workout.
• During the pre- and post- training analysis sessions, medial gastrocnemius (calf) muscle thickness was assessed via ultrasonography.

In this study, participants performing Smith machine calf raises to dorsiflexion lifted their toes upward toward their shins while lowering their heels. This movement lengthens the calf muscle, resulting in a deeper stretch compared to the plantarflexed position, where the toes are pushed downward and the heel is raised off the ground

The results of the study revealed a significant difference between the two training techniques. The group that performed calf raises to dorsiflexion experienced greater increases in muscle thickness of the calf compared to the group that performed calf raises to plantarflexion.

The stretched position led to 43.3% greater relative muscle growth in the medial gastrocnemius.

The researchers concluded that calf muscle hypertrophy was greater when Smith machine calf raises were performed to dorsiflexion compared with plantarflexion. When the goal is to increase calf muscle hypertrophy, they suggest performing Smith machine calf raises in peak dorsiflexion.

This is another compelling study supporting the efficacy of long-length partial reps or training muscles in the lengthened position for muscle growth. So, if the evidence is clear that we should be using lengthened supersets to gain more muscle, how do we do them?

While it's not a traditional superset, according to an Instagram post from one of the researchers, Dr. Milo Wolf : 'You can do a regular set with full ROM until you reach the target RPE . Then, without rest, do another set to the target RPE — but only do the more lengthened half or so of the full range of motion. Make sure you accurately assess range of motion during the second set, or you might push too hard.'

This could look like:

• Performing all your sets of calf raises to full range of motion.
• When you get to failure, or close to, perform partial reps of the exercise.
• This means you perform the bottom half of calf raises to, or close to failure.

Dr. Wolf adds that, 'out of all the techniques [e.g pre-exhaust, regular supersets, etc.] I think this one has the potential to be one of the best ones. I’d surmise that it would be most helpful for body parts that usually don’t get trained very well in the lengthened positions [back, biceps and side/rear delts jump to mind].'

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Kate is a fitness writer for Men’s Health UK where she contributes regular workouts, training tips and nutrition guides. She has a post graduate diploma in Sports Performance Nutrition and before joining Men’s Health she was a nutritionist, fitness writer and personal trainer with over 5k hours coaching on the gym floor. Kate has a keen interest in volunteering for animal shelters and when she isn’t lifting weights in her garden, she can be found walking her rescue dog.

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