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Research 101

  • ACRL Framework Alignment
  • Before You Begin...
  • Lesson 1: Choose a Research Topic
  • Lesson 2: Develop a Research Strategy
  • Lesson 3: Conduct Ongoing Research
  • Lesson 4: Analyze & Review Sources
  • Lesson 5: Use Information Effectively
  • After You Finish...
  • Acknowledgements

Text: 336-308-8801

Email: [email protected]

Call: 336-633-0204

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Links on this guide may go to external web sites not connected with Randolph Community College. Their inclusion is not an endorsement by Randolph Community College and the College is not responsible for the accuracy of their content or the security of their site.

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Image of a group of students discussing a project

Lesson 1: Choose a Research Topic  

In this chapter, you'll learn to: 

  • Formulate questions for research, based on information gaps or on reexamination of existing, possibly conflicting, information.
  • Recognize that you, the researcher, are often entering into an ongoing scholarly conversation, not a finished conversation.
  • Conduct background research to develop research strategies.
  • Instructions
  • 1) Scholarly Conversations
  • 2) Research Topic
  • 3) Research Question

Click on the numbered tabs to complete each activity.

Activities include videos, tutorials, and interactive tasks.

Questions about this lesson will be included on the Research 101 Quiz.

*It is recommended that you take notes while you complete each activity to prepare for the Research 101 quiz.

*If you have to take a break, make a note of your last activity so that you can pick up where you left off later.

"Choosing a Topic" Video by Amanda Burbage

This introductory video explains how when you choose a research topic, you are actually joining an ongoing academic conversation.

  • "Choosing a Topic" Video Transcript
  • CC BY-SA 4.0

"Scholarly Conversations" Tutorial by New Literacies Alliance

"In this lesson, students will discover how research is like a conversation that takes place between scholars in a field and will investigate ways they can become part of the conversation over time."  -NewLiteraciesAlliance.org

Image of three people having a conversation

"Scholarly Conversations" Tutorial

1. Click on the tutorial link above.

2. Click the green "Sign In" button to login to your New Literacies Alliance account before beginning the tutorial .

*Go to the "Before You Begin" page of Research 101 if you have not yet registered for an account. 

3. Click the green "View Course" button.

4. Click the plus sign beside "Lesson".

5. Click the link that appears below to begin the tutorial.

  • CC BY-NC-SA 3.0

"Picking Your Topic IS Research" Video by NC State University Libraries

This video explains that before you begin a project, you should do some preliminary research on your topic. This is a cyclical process, involving collecting background information and tweaking, to construct an interesting topic that you can further explore in your paper.

  • "Picking Your Topic IS Research" Video Transcript

"Using Wikipedia for Academic Research (CLIP)" Video by Michael Baird

Although Wikipedia is not a suitable source for an academic research paper, it can still be very helpful! This video explains how this online encyclopedia can serve as a treasure trove of topic phrases, keywords, names, dates, and citations that you can use throughout the research process.

NOTE: Audio begins at 0.18 seconds.

  • "Using Wikipedia for Academic Research (CLIP)" Video Transcript

"How to Develop a STRONG Research Question" Video by Scribbr

This video explains how to turn your research topic into a research question that is focused, researchable, feasible, specific, complex, and relevant.

  • "How to Develop a STRONG Research Question" Video Transcript
  • Scribbr Video Citation

"Ask the Right Questions" Tutorial by New Literacies Alliance

"In this lesson, students will explore what it takes to narrow a search in order to find the best information."  -NewLiteraciesAlliance.org

Image of a girl thinking of a question

"Ask the Right Questions" Tutorial

  • << Previous: Before You Begin...
  • Next: Lesson 2: Develop a Research Strategy >>
  • Last Updated: Feb 13, 2024 4:11 PM
  • URL: https://libguides.randolph.edu/R101

Scaffolding Methods for Research Paper Writing

Scaffolding Methods for Research Paper Writing

  • Resources & Preparation
  • Instructional Plan
  • Related Resources

Students will use scaffolding to research and organize information for writing a research paper. A research paper scaffold provides students with clear support for writing expository papers that include a question (problem), literature review, analysis, methodology for original research, results, conclusion, and references. Students examine informational text, use an inquiry-based approach, and practice genre-specific strategies for expository writing. Depending on the goals of the assignment, students may work collaboratively or as individuals. A student-written paper about color psychology provides an authentic model of a scaffold and the corresponding finished paper. The research paper scaffold is designed to be completed during seven or eight sessions over the course of four to six weeks.

Featured Resources

  • Research Paper Scaffold : This handout guides students in researching and organizing the information they need for writing their research paper.
  • Inquiry on the Internet: Evaluating Web Pages for a Class Collection : Students use Internet search engines and Web analysis checklists to evaluate online resources then write annotations that explain how and why the resources will be valuable to the class.

From Theory to Practice

  • Research paper scaffolding provides a temporary linguistic tool to assist students as they organize their expository writing. Scaffolding assists students in moving to levels of language performance they might be unable to obtain without this support.
  • An instructional scaffold essentially changes the role of the teacher from that of giver of knowledge to leader in inquiry. This relationship encourages creative intelligence on the part of both teacher and student, which in turn may broaden the notion of literacy so as to include more learning styles.
  • An instructional scaffold is useful for expository writing because of its basis in problem solving, ownership, appropriateness, support, collaboration, and internalization. It allows students to start where they are comfortable, and provides a genre-based structure for organizing creative ideas.
  • In order for students to take ownership of knowledge, they must learn to rework raw information, use details and facts, and write.
  • Teaching writing should involve direct, explicit comprehension instruction, effective instructional principles embedded in content, motivation and self-directed learning, and text-based collaborative learning to improve middle school and high school literacy.

Common Core Standards

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

State Standards

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

  • 1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
  • 2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
  • 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
  • 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
  • 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
  • 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
  • 7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
  • 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
  • 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Materials and Technology

Computers with Internet access and printing capability

  • Research Paper Scaffold
  • Example Research Paper Scaffold
  • Example Student Research Paper
  • Internet Citation Checklist
  • Research Paper Scoring Rubric
  • Permission Form (optional)

Preparation

1. Decide how you will schedule the seven or eight class sessions in the lesson to allow students time for independent research. You may wish to reserve one day each week as the “research project day.” The schedule should provide students time to plan ahead and collect materials for one section of the scaffold at a time, and allow you time to assess each section as students complete it, which is important as each section builds upon the previous one.

2. Make a copy for each student of the , the , the , the , and the . Also fill out and copy the if you will be getting parents’ permission for the research projects.

3. If necessary, reserve time in the computer lab for Sessions 2 and 8. Decide which citation website students will use to format reference citations (see Websites) and bookmark it on student computers.

4. Schedule time for research in the school media center or the computer lab between Sessions 2 and 3.

Student Objectives

Students will

  • Formulate a clear thesis that conveys a perspective on the subject of their research
  • Practice research skills, including evaluation of sources, paraphrasing and summarizing relevant information, and citation of sources used
  • Logically group and sequence ideas in expository writing
  • Organize and display information on charts, maps, and graphs

Session 1: Research Question

1. Distribute copies of the and , and read the model aloud with students. Briefly discuss how this research paper works to answer the question, The example helps students clearly see how a research question leads to a literature review, which in turn leads to analysis, original research, results, and conclusion.

2. Pass out copies of the . Explain to students that the procedures involved in writing a research paper follow in order, and each section of the scaffold builds upon the previous one. Briefly describe how each section will be completed during subsequent sessions.

3. Explain that in this session the students’ task is to formulate a research question and write it on the scaffold. The most important strategy in using this model is that students be allowed, within the assigned topic framework, to ask their research questions. Allowing students to choose their own questions gives them control over their own learning, so they are motivated to “solve the case,” to persevere even when the trail runs cold or the detective work seems unexciting.

4. Introduce the characteristics of a good research question. Explain that in a broad area such as political science, psychology, geography, or economics, a good question needs to focus on a particular controversy or perspective. Some examples include:
Explain that students should take care not to formulate a research question so broad that it cannot be answered, or so narrow that it can be answered in a sentence or two.

5. Note that a good question always leads to more questions. Invite students to suggest additional questions resulting from the examples above and from the Example Research Paper Scaffold.

6. Emphasize that good research questions are open-ended. Open-ended questions can be solved in more than one way and, depending upon interpretation, often have more than one correct answer, such as the question, Closed questions have only one correct answer, such as, Open-ended questions are implicit and evaluative, while closed questions are explicit. Have students identify possible problems with these research questions
7. Instruct students to fill in the first section of the Research Paper Scaffold, the Research Question, before Session 2. This task can be completed in a subsequent class session or assigned as homework. Allowing a few days for students to refine and reflect upon their research question is best practice. Explain that the next section, the Hook, should be filled in at this time, as it will be completed using information from the literature search.

You should approve students’ final research questions before Session 2. You may also wish to send home the Permission Form with students, to make parents aware of their child’s research topic and the project due dates.

Session 2: Literature Review—Search

Prior to this session, you may want to introduce or review Internet search techniques using the lesson Inquiry on the Internet: Evaluating Web Pages for a Class Collection . You may also wish to consult with the school librarian regarding subscription databases designed specifically for student research, which may be available through the school or public library. Using these types of resources will help to ensure that students find relevant and appropriate information. Using Internet search engines such as Google can be overwhelming to beginning researchers.

1. Introduce this session by explaining that students will collect five articles that help to answer their research question. Once they have printed out or photocopied the articles, they will use a highlighter to mark the sections in the articles that specifically address the research question. This strategy helps students focus on the research question rather than on all the other interesting—yet irrelevant—facts that they will find in the course of their research.

2. Point out that the five different articles may offer similar answers and evidence with regard to the research question, or they may differ. The final paper will be more interesting if it explores different perspectives.

3. Demonstrate the use of any relevant subscription databases that are available to students through the school, as well as any Web directories or kid-friendly search engines (such as ) that you would like them to use.

4. Remind students that their research question can provide the keywords for a targeted Internet search. The question should also give focus to the research—without the research question to anchor them, students may go off track.

5. Explain that information found in the articles may lead students to broaden their research question. A good literature review should be a way of opening doors to new ideas, not simply a search for the data that supports a preconceived notion.

6. Make students aware that their online search results may include abstracts, which are brief summaries of research articles. In many cases the full text of the articles is available only through subscription to a scholarly database. Provide examples of abstracts and scholarly articles so students can recognize that abstracts do not contain all the information found in the article, and should not be cited unless the full article has been read.

7. Emphasize that students need to find articles from at least five different reliable sources that provide “clues” to answering their research question. Internet articles need to be printed out, and articles from print sources need to be photocopied. Each article used on the Research Paper Scaffold needs to yield several relevant facts, so students may need to collect more than five articles to have adequate sources.

8. Remind students to gather complete reference information for each of their sources. They may wish to photocopy the title page of books where they find information, and print out the homepage or contact page of websites.

9. Allow students at least a week for research. Schedule time in the school media center or the computer lab so you can supervise and assist students as they search for relevant articles. Students can also complete their research as homework.

Session 3: Literature Review—Notes

Students need to bring their articles to this session. For large classes, have students highlight relevant information (as described below) and submit the articles for assessment before beginning the session.

1. Have students find the specific information in each article that helps answer their research question, and highlight the relevant passages. Check that students have correctly identified and marked relevant information before allowing them to proceed to the Literature Review section on the .

2. Instruct students to complete the Literature Review section of the Research Paper Scaffold, including the last name of the author and the publication date for each article (to prepare for using APA citation style).

3. Have students list the important facts they found in each article on the lines numbered 1–5, as shown on the . Additional facts can be listed on the back of the handout. Remind students that if they copy directly from a text they need to put the copied material in quotation marks and note the page number of the source. Students may need more research time following this session to find additional information relevant to their research question.

4. Explain that interesting facts that are not relevant for the literature review section can be listed in the section labeled Hook. All good writers, whether they are writing narrative, persuasive, or expository text, need to engage or “hook” the reader’s interest. Facts listed in the Hook section can be valuable for introducing the research paper.

5. Use the Example Research Paper Scaffold to illustrate how to fill in the first and last lines of the Literature Review entry, which represent topic and concluding sentences. These should be filled in only all the relevant facts from the source have been listed, to ensure that students are basing their research on facts that are found in the data, rather than making the facts fit a preconceived idea.

6. Check students’ scaffolds as they complete their first literature review entry, to make sure they are on track. Then have students complete the other four sections of the Literature Review Section in the same manner.

Checking Literature Review entries on the same day is best practice, as it gives both you and the student time to plan and address any problems before proceeding. Note that in the finished product this literature review section will be about six paragraphs, so students need to gather enough facts to fit this format.

Session 4: Analysis

1. Explain that in this session students will compare the information they have gathered from various sources to identify themes.

2. Explain the process of analysis using the . Show how making a numbered list of possible themes, drawn from the different perspectives proposed in the literature, can be useful for analysis. In the Example Research Paper Scaffold, there are four possible explanations given for the effects of color on mood. Remind students that they can refer to the for a model of how the analysis will be used in the final research paper.

3. Have students identify common themes and possible answers to their own research question by reviewing the topic and concluding sentences in their literature review. Students may identify only one main idea in each source, or they may find several. Instruct students to list the ideas and summarize their similarities and differences in the space provided for Analysis on the scaffold.

4. Check students’ Analysis section entries to make sure they have included theories that are consistent with their literature review. Return the Research Paper Scaffolds to students with comments and corrections. In the finished research paper, the analysis section will be about one paragraph.

Session 5: Original Research

Students should design some form of original research appropriate to their topics, but they do not necessarily have to conduct the experiments or surveys they propose. Depending on the appropriateness of the original research proposals, the time involved, and the resources available, you may prefer to omit the actual research or use it as an extension activity.

1. During this session, students formulate one or more possible answers to the research question (based upon their analysis) for possible testing. Invite students to consider and briefly discuss the following questions:
2. Explain the difference between and research. Quantitative methods involve the collection of numeric data, while qualitative methods focus primarily on the collection of observable data. Quantitative studies have large numbers of participants and produce a large collection of data (such as results from 100 people taking a 10-question survey). Qualitative methods involve few participants and rely upon the researcher to serve as a “reporter” who records direct observations of a specific population. Qualitative methods involve more detailed interviews and artifact collection.

3. Point out that each student’s research question and analysis will determine which method is more appropriate. Show how the research question in the Example Research Paper Scaffold goes beyond what is reported in a literature review and adds new information to what is already known.

4. Outline criteria for acceptable research studies, and explain that you will need to approve each student’s plan before the research is done. The following criteria should be included:
).

5. Inform students of the schedule for submitting their research plans for approval and completing their original research. Students need to conduct their tests and collect all data prior to Session 6. Normally it takes one day to complete research plans and one to two weeks to conduct the test.

Session 6: Results (optional)

1. If students have conducted original research, instruct them to report the results from their experiments or surveys. Quantitative results can be reported on a chart, graph, or table. Qualitative studies may include data in the form of pictures, artifacts, notes, and interviews. Study results can be displayed in any kind of visual medium, such as a poster, PowerPoint presentation, or brochure.

2. Check the Results section of the scaffold and any visuals provided for consistency, accuracy, and effectiveness.

Session 7: Conclusion

1. Explain that the Conclusion to the research paper is the student’s answer to the research question. This section may be one to two paragraphs. Remind students that it should include supporting facts from both the literature review and the test results (if applicable).

2. Encourage students to use the Conclusion section to point out discrepancies and similarities in their findings, and to propose further studies. Discuss the Conclusion section of the from the standpoint of these guidelines.

3. Check the Conclusion section after students have completed it, to see that it contains a logical summary and is consistent with the study results.

Session 8: References and Writing Final Draft

1. Show students how to create a reference list of cited material, using a model such as American Psychological Association (APA) style, on the Reference section of the scaffold.

2. Distribute copies of the and have students refer to the handout as they list their reference information in the Reference section of the scaffold. Check students’ entries as they are working to make sure they understand the format correctly.

3. Have students access the citation site you have bookmarked on their computers. Demonstrate how to use the template or follow the guidelines provided, and have students create and print out a reference list to attach to their final research paper.

4. Explain to students that they will now use the completed scaffold to write the final research paper using the following genre-specific strategies for expository writing:
and (unless the research method was qualitative).

5. Distribute copies of the and go over the criteria so that students understand how their final written work will be evaluated.

Student Assessment / Reflections

  • Observe students’ participation in the initial stages of the Research Paper Scaffold and promptly address any errors or misconceptions about the research process.
  • Observe students and provide feedback as they complete each section of the Research Paper Scaffold.
  • Provide a safe environment where students will want to take risks in exploring ideas. During collaborative work, offer feedback and guidance to those who need encouragement or require assistance in learning cooperation and tolerance.
  • Involve students in using the Research Paper Scoring Rubric for final evaluation of the research paper. Go over this rubric during Session 8, before they write their final drafts.
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Writing a Research Paper Introduction | Step-by-Step Guide

Published on September 24, 2022 by Jack Caulfield . Revised on March 27, 2023.

Writing a Research Paper Introduction

The introduction to a research paper is where you set up your topic and approach for the reader. It has several key goals:

  • Present your topic and get the reader interested
  • Provide background or summarize existing research
  • Position your own approach
  • Detail your specific research problem and problem statement
  • Give an overview of the paper’s structure

The introduction looks slightly different depending on whether your paper presents the results of original empirical research or constructs an argument by engaging with a variety of sources.

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Table of contents

Step 1: introduce your topic, step 2: describe the background, step 3: establish your research problem, step 4: specify your objective(s), step 5: map out your paper, research paper introduction examples, frequently asked questions about the research paper introduction.

The first job of the introduction is to tell the reader what your topic is and why it’s interesting or important. This is generally accomplished with a strong opening hook.

The hook is a striking opening sentence that clearly conveys the relevance of your topic. Think of an interesting fact or statistic, a strong statement, a question, or a brief anecdote that will get the reader wondering about your topic.

For example, the following could be an effective hook for an argumentative paper about the environmental impact of cattle farming:

A more empirical paper investigating the relationship of Instagram use with body image issues in adolescent girls might use the following hook:

Don’t feel that your hook necessarily has to be deeply impressive or creative. Clarity and relevance are still more important than catchiness. The key thing is to guide the reader into your topic and situate your ideas.

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This part of the introduction differs depending on what approach your paper is taking.

In a more argumentative paper, you’ll explore some general background here. In a more empirical paper, this is the place to review previous research and establish how yours fits in.

Argumentative paper: Background information

After you’ve caught your reader’s attention, specify a bit more, providing context and narrowing down your topic.

Provide only the most relevant background information. The introduction isn’t the place to get too in-depth; if more background is essential to your paper, it can appear in the body .

Empirical paper: Describing previous research

For a paper describing original research, you’ll instead provide an overview of the most relevant research that has already been conducted. This is a sort of miniature literature review —a sketch of the current state of research into your topic, boiled down to a few sentences.

This should be informed by genuine engagement with the literature. Your search can be less extensive than in a full literature review, but a clear sense of the relevant research is crucial to inform your own work.

Begin by establishing the kinds of research that have been done, and end with limitations or gaps in the research that you intend to respond to.

The next step is to clarify how your own research fits in and what problem it addresses.

Argumentative paper: Emphasize importance

In an argumentative research paper, you can simply state the problem you intend to discuss, and what is original or important about your argument.

Empirical paper: Relate to the literature

In an empirical research paper, try to lead into the problem on the basis of your discussion of the literature. Think in terms of these questions:

  • What research gap is your work intended to fill?
  • What limitations in previous work does it address?
  • What contribution to knowledge does it make?

You can make the connection between your problem and the existing research using phrases like the following.

Although has been studied in detail, insufficient attention has been paid to . You will address a previously overlooked aspect of your topic.
The implications of study deserve to be explored further. You will build on something suggested by a previous study, exploring it in greater depth.
It is generally assumed that . However, this paper suggests that … You will depart from the consensus on your topic, establishing a new position.

Now you’ll get into the specifics of what you intend to find out or express in your research paper.

The way you frame your research objectives varies. An argumentative paper presents a thesis statement, while an empirical paper generally poses a research question (sometimes with a hypothesis as to the answer).

Argumentative paper: Thesis statement

The thesis statement expresses the position that the rest of the paper will present evidence and arguments for. It can be presented in one or two sentences, and should state your position clearly and directly, without providing specific arguments for it at this point.

Empirical paper: Research question and hypothesis

The research question is the question you want to answer in an empirical research paper.

Present your research question clearly and directly, with a minimum of discussion at this point. The rest of the paper will be taken up with discussing and investigating this question; here you just need to express it.

A research question can be framed either directly or indirectly.

  • This study set out to answer the following question: What effects does daily use of Instagram have on the prevalence of body image issues among adolescent girls?
  • We investigated the effects of daily Instagram use on the prevalence of body image issues among adolescent girls.

If your research involved testing hypotheses , these should be stated along with your research question. They are usually presented in the past tense, since the hypothesis will already have been tested by the time you are writing up your paper.

For example, the following hypothesis might respond to the research question above:

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The final part of the introduction is often dedicated to a brief overview of the rest of the paper.

In a paper structured using the standard scientific “introduction, methods, results, discussion” format, this isn’t always necessary. But if your paper is structured in a less predictable way, it’s important to describe the shape of it for the reader.

If included, the overview should be concise, direct, and written in the present tense.

  • This paper will first discuss several examples of survey-based research into adolescent social media use, then will go on to …
  • This paper first discusses several examples of survey-based research into adolescent social media use, then goes on to …

Full examples of research paper introductions are shown in the tabs below: one for an argumentative paper, the other for an empirical paper.

  • Argumentative paper
  • Empirical paper

Are cows responsible for climate change? A recent study (RIVM, 2019) shows that cattle farmers account for two thirds of agricultural nitrogen emissions in the Netherlands. These emissions result from nitrogen in manure, which can degrade into ammonia and enter the atmosphere. The study’s calculations show that agriculture is the main source of nitrogen pollution, accounting for 46% of the country’s total emissions. By comparison, road traffic and households are responsible for 6.1% each, the industrial sector for 1%. While efforts are being made to mitigate these emissions, policymakers are reluctant to reckon with the scale of the problem. The approach presented here is a radical one, but commensurate with the issue. This paper argues that the Dutch government must stimulate and subsidize livestock farmers, especially cattle farmers, to transition to sustainable vegetable farming. It first establishes the inadequacy of current mitigation measures, then discusses the various advantages of the results proposed, and finally addresses potential objections to the plan on economic grounds.

The rise of social media has been accompanied by a sharp increase in the prevalence of body image issues among women and girls. This correlation has received significant academic attention: Various empirical studies have been conducted into Facebook usage among adolescent girls (Tiggermann & Slater, 2013; Meier & Gray, 2014). These studies have consistently found that the visual and interactive aspects of the platform have the greatest influence on body image issues. Despite this, highly visual social media (HVSM) such as Instagram have yet to be robustly researched. This paper sets out to address this research gap. We investigated the effects of daily Instagram use on the prevalence of body image issues among adolescent girls. It was hypothesized that daily Instagram use would be associated with an increase in body image concerns and a decrease in self-esteem ratings.

The introduction of a research paper includes several key elements:

  • A hook to catch the reader’s interest
  • Relevant background on the topic
  • Details of your research problem

and your problem statement

  • A thesis statement or research question
  • Sometimes an overview of the paper

Don’t feel that you have to write the introduction first. The introduction is often one of the last parts of the research paper you’ll write, along with the conclusion.

This is because it can be easier to introduce your paper once you’ve already written the body ; you may not have the clearest idea of your arguments until you’ve written them, and things can change during the writing process .

The way you present your research problem in your introduction varies depending on the nature of your research paper . A research paper that presents a sustained argument will usually encapsulate this argument in a thesis statement .

A research paper designed to present the results of empirical research tends to present a research question that it seeks to answer. It may also include a hypothesis —a prediction that will be confirmed or disproved by your research.

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Caulfield, J. (2023, March 27). Writing a Research Paper Introduction | Step-by-Step Guide. Scribbr. Retrieved June 25, 2024, from https://www.scribbr.com/research-paper/research-paper-introduction/

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The Curriculum Corner 4-5-6

Writing Research Papers

research paper lesson 1

This research writing unit of study is designed to guide your students through the research writing process. 

This is a free writing unit of study from the curriculum corner..

This research writing collection includes mini lessons, anchor charts and more.

Mention the words “research writing” in an intermediate classroom and you might be met with moans & groans or perhaps even see fear in the eyes of some students. 

In all seriousness though, writing can be intimidating for many children in our classrooms.

Guided and focused your mini-lessons can be helpful for students. Also, the more examples you can get students to interact with, the more they will understand the expectations. Finally, the more modeling that you do for them, the more they can view writing as less overwhelming.

Download the free resources to accompany this unit of study at the bottom of this post.

writing research papers

Lesson Ideas for Writing Research Papers:

Lesson 1: Noticings

  • Begin by getting your students familiar with what research writing looks like.
  • Have them work in pairs or small groups to read pieces of research writing. They will record their “noticings” about the writing.
  • Then, come together in a community circle to discuss and create a class anchor chart.
  • You will find a blank anchor chart and one with noticings already recorded.
  • Here is a link we found that contains some student-created examples of research writing: Student Writing Models .  Simply scroll through the grade levels for different samples.

Lesson 2: Opinion vs. Facts

  • Begin with a brief review of opinions vs. facts.
  • Use the six paragraphs we share in our resources to give your students some practice differentiating between the two.
  • Each of the paragraphs contains both opinions and facts.
  • Students will read the paragraphs and record the facts and opinions from their paragraph onto the recording page.

FREEBIE! Research Writing Unit of Study FREE from The Curriculum Corner - mini lessons, anchor charts, graphic organizers & more!

Lesson 3: Choosing a Topic

  • We know that providing choice will allow for greater engagement and success.  We want to help students to narrow their choices by giving them some guidance.
  • Gather students and begin a discussion about choosing a research topic.
  • Ask them to think of topics they already know a little about, have interest in or is important/relevant to their lives.
  • You might pose the question “Why is that important in research writing?” and discuss their thoughts.
  • For this lesson we have provided a page where students can individually brainstorm topics. You can circulate the room during this process to help students to narrow their topic.
  • If you feel your class may need help to narrow their choices, think about giving them a broad topic, such as animals, and then have them choose a sub-topics from the bigger umbrella topic.
  • If you feel like your students need an added level of support you might think about creating an anchor chart from a class brainstorming session about possible appropriate topics and then display this in your room.

Lesson 4: Where to Find Accurate Information about a Topic

  • Help students to begin to understand where they might find accurate information about their topics.
  • Where are the places you can begin to look for information about your topic?  
  • Why would the copyright date on a book be important in doing research?  
  • Is everything on the internet true?
  • Why is it important for your research to contain accurate information?  
  • Where do you begin to look for information that will accurate
  • One way to help students think through appropriate sites on the internet is to pass out the ten cards provided in our resources.
  • Have students read the cards and discuss what kind of a website it is.
  • Talk about whether they know or have heard of the sites. Would they consider the sites “trusted” enough to gain knowledge about their topics.  Then have them talk about why or why not these sites would be trusted.

Research Writing Unit of Study FREE from The Curriculum Corner - mini lessons, anchor charts, graphic organizers & more! Completely free!!!

Lesson 5: Double Check Your Facts

  • We want our students to get into the habit of double checking their facts. This will help ensure what they are learning is correct.
  • To do this, you might want them to practice this skill.  In this lesson use the page provided to have each student find and record a fact about a topic of their choice on the internet.
  • The page then has students write where they found the fact, and also has them list a corresponding fact from a different source.
  • Finally they determine if the facts are the same or different. You may have to further the lesson by discussing approximations.  For example one site might say that an animal can weigh up to 1,500 pounds, while another might state that the animal weighs between 1,200 and 1,500 pounds.
  • You will need to talk about how those facts might both be accurate even though they are stated differently. If they seem to check out, then help students generalize the information for a research paper.

Research Writing Unit of Study FREE from The Curriculum Corner - mini lessons, anchor charts, graphic organizers & more! FREEBIE UNIT!

Lesson 6: Taking Notes

  • Sometimes giving students resources and a blank sheet of notebook paper can be too overwhelming. You have students who simply copy everything from the text or you have others who have no idea where to start.
  • We need to guide them to read to pull out facts & relevant information.
  • For this lesson we have provided various templates for note-taking. Whatever method or template you choose for helping your students learn to take notes, model it several times in front of the class Demonstrating for them how to write the notes as they read about a topic will be helpful.
  • After initial teaching, you may find that you need to pull small groups for extra practice. Some might need a one-on-one conference.

Lesson 7: Paraphrasing vs. Plagiarism

  • Students will need to learn how to paraphrase their research. This will help them avoid plagiarizing words from their resources.
  • Discuss why plagiarizing is something that they shouldn’t do in their writing because it is “stealing” another’s words.
  •  Tell the students that there is a way to use another author’s ideas in an appropriate way without copying their words. First, they need to paraphrase and then they need to cite the source where they found the information.
  • Display the anchor chart “What is Paraphrasing” and discuss the definition.
  • Next, pass out copies of “My Own Words” to pairs of students. Explain that their task will be to find a paragraph or passage in a nonfiction book. They will paraphrase the author’s words, keeping the same ideas.
  • Finally, gather students together to share their paraphrasing efforts. Each pair of students can read the paragraph/passage from the book and then the paraphrasing that they wrote.  Discuss the words and decisions the students made in their paraphrasing.

Lesson 8: Word Choice in Research Writing

  • To help students think about making their writing more interesting, have them brainstorm words that could add voice to their writing.
  • After working independently on the word choice page provided, have them meet with partners. They can talk about nouns, verbs and adjectives that relate to their topic.

Lesson 9: Writing Sketch

  • This graphic organizer can be used for students to plan their writing.
  • If your writers are more advanced you might choose to skip this step, It could be a big help for students who have taken notes and have too many facts.  
  • Be sure to model how to write the facts & ideas from your notes onto your planner. Students will see first hand how to make sure to only add what is relevant and important to their writing.
  • Some questions you can pose: What will be the focus of each paragraph in your research writing?  What do you want to include from your notes?  Why is it important to the research?  What facts don’t quite fit into the paragraphs you’ve decided upon? Should you change some of the paragraphs so that they better support the research and what you want your readers to learn?
  • Once the planner is finished, they can use it as a guide to help their writing stay focused.

Lesson 10: Writing Introductions to Research

  • Teach students how to think about their introduction as a way to grab their readers’ attention.
  • Our anchor chart has some ideas to get writers started. You might also extend the anchor chart to include ideas from your students. (We have included some blank anchor charts at the very bottom of the download.)
  • Discuss the parts that need to be included in the introductory paragraph first. Then, move on to some of the ways that might engage readers. As always be sure to model how you would go about writing an introductory paragraph using your Writing Sketch.

Lesson 11: Developing Your Paragraphs

  • Next, help students stay focused and develop complete paragraphs.The next graphic organizer will get them to think through the specifics of each paragraph.
  • Again, this may not be needed for all of the students in your classroom, but it might be something to think about using with all of them for at least their very first attempts at writing research papers.
  •  Model how to use the Writing Sketch planner to develop their paragraphs more fully on this organizer.

Lesson 12: Writing a Conclusion to Research 

Providing a solid concluding paragraph is also something that needs modeled for your students.

Use the anchor chart with ideas to get you started with the modeling of this as well.

***If you would like for your students to write their first drafts on something that continues to support organization for them, you will find guided lined paper.

Lesson 13: Research Rendezvous Celebration

We love ending a unit of study with a celebration.

For this particular celebration, you might invite students to bring in a visual to help illustrate their topic.  

Invite parents and other special adults from your building to the celebration and think about providing a snack.  

You can also print out our “Congrats Author!” certificates to give to each student during the celebration.

Free unit! Research Writing Unit of Study FREE from The Curriculum Corner - mini lessons, anchor charts, graphic organizers & more!

All the research writing resources described above can be found in one download here:

Writing a Research Paper Resources

As with all of our resources, The Curriculum Corner creates these for free classroom use. Our products may not be sold. You may print and copy for your personal classroom use. These are also great for home school families!

You may not modify and resell in any form. Please let us know if you have any questions.

Dulce Hernandez

Thursday 8th of April 2021

Thank you so much. I tutor non-English speakers from K-9th grade. These resources are a God send!!

Monday 25th of May 2020

I cant download it, where do you download it?

Jill & Cathy

Wednesday 2nd of September 2020

Here is the link: https://www.thecurriculumcorner.com/thecurriculumcorner456/wp-content/pdf/writing/research/researchwriting.pdf

Graphic Organizer for Research Papers - The Curriculum Corner 4-5-6

Tuesday 19th of November 2019

[…] You might also like our unit of study for writing research papers:How to Write a Research Paper […]

Planning a Dynamic Writing Workshop - The Curriculum Corner 123

Thursday 14th of November 2019

[…] Writing Research Papers […]

Language Arts in the Middle School and High School Years

Thursday 11th of May 2017

[…] The middle school years can also be a good time to introduce writing a short research paper if your student is ready.  Introduce how to do research, how to make an outline, and how to write a short research paper, including how to cite sources. Here’s a website that has a free introduction to writing research papers: https://www.thecurriculumcorner.com/thecurriculumcorner456/writing-research-papers/. […]

research paper lesson 1

How to Write a Research Paper

Use the links below to jump directly to any section of this guide:

Research Paper Fundamentals

How to choose a topic or question, how to create a working hypothesis or thesis, common research paper methodologies, how to gather and organize evidence , how to write an outline for your research paper, how to write a rough draft, how to revise your draft, how to produce a final draft, resources for teachers .

It is not fair to say that no one writes anymore. Just about everyone writes text messages, brief emails, or social media posts every single day. Yet, most people don't have a lot of practice with the formal, organized writing required for a good academic research paper. This guide contains links to a variety of resources that can help demystify the process. Some of these resources are intended for teachers; they contain exercises, activities, and teaching strategies. Other resources are intended for direct use by students who are struggling to write papers, or are looking for tips to make the process go more smoothly.

The resources in this section are designed to help students understand the different types of research papers, the general research process, and how to manage their time. Below, you'll find links from university writing centers, the trusted Purdue Online Writing Lab, and more.

What is an Academic Research Paper?

"Genre and the Research Paper" (Purdue OWL)

There are different types of research papers. Different types of scholarly questions will lend themselves to one format or another. This is a brief introduction to the two main genres of research paper: analytic and argumentative. 

"7 Most Popular Types of Research Papers" (Personal-writer.com)

This resource discusses formats that high school students commonly encounter, such as the compare and contrast essay and the definitional essay. Please note that the inclusion of this link is not an endorsement of this company's paid service.

How to Prepare and Plan Out Writing a Research Paper

Teachers can give their students a step-by-step guide like these to help them understand the different steps of the research paper process. These guides can be combined with the time management tools in the next subsection to help students come up with customized calendars for completing their papers.

"Ten Steps for Writing Research Papers" (American University)  

This resource from American University is a comprehensive guide to the research paper writing process, and includes examples of proper research questions and thesis topics.

"Steps in Writing a Research Paper" (SUNY Empire State College)

This guide breaks the research paper process into 11 steps. Each "step" links to a separate page, which describes the work entailed in completing it.

How to Manage Time Effectively

The links below will help students determine how much time is necessary to complete a paper. If your sources are not available online or at your local library, you'll need to leave extra time for the Interlibrary Loan process. Remember that, even if you do not need to consult secondary sources, you'll still need to leave yourself ample time to organize your thoughts.

"Research Paper Planner: Timeline" (Baylor University)

This interactive resource from Baylor University creates a suggested writing schedule based on how much time a student has to work on the assignment.

"Research Paper Planner" (UCLA)

UCLA's library offers this step-by-step guide to the research paper writing process, which also includes a suggested planning calendar.

There's a reason teachers spend a long time talking about choosing a good topic. Without a good topic and a well-formulated research question, it is almost impossible to write a clear and organized paper. The resources below will help you generate ideas and formulate precise questions.

"How to Select a Research Topic" (Univ. of Michigan-Flint)

This resource is designed for college students who are struggling to come up with an appropriate topic. A student who uses this resource and still feels unsure about his or her topic should consult the course instructor for further personalized assistance.

"25 Interesting Research Paper Topics to Get You Started" (Kibin)

This resource, which is probably most appropriate for high school students, provides a list of specific topics to help get students started. It is broken into subsections, such as "paper topics on local issues."

"Writing a Good Research Question" (Grand Canyon University)

This introduction to research questions includes some embedded videos, as well as links to scholarly articles on research questions. This resource would be most appropriate for teachers who are planning lessons on research paper fundamentals.

"How to Write a Research Question the Right Way" (Kibin)

This student-focused resource provides more detail on writing research questions. The language is accessible, and there are embedded videos and examples of good and bad questions.

It is important to have a rough hypothesis or thesis in mind at the beginning of the research process. People who have a sense of what they want to say will have an easier time sorting through scholarly sources and other information. The key, of course, is not to become too wedded to the draft hypothesis or thesis. Just about every working thesis gets changed during the research process.

CrashCourse Video: "Sociology Research Methods" (YouTube)

Although this video is tailored to sociology students, it is applicable to students in a variety of social science disciplines. This video does a good job demonstrating the connection between the brainstorming that goes into selecting a research question and the formulation of a working hypothesis.

"How to Write a Thesis Statement for an Analytical Essay" (YouTube)

Students writing analytical essays will not develop the same type of working hypothesis as students who are writing research papers in other disciplines. For these students, developing the working thesis may happen as a part of the rough draft (see the relevant section below). 

"Research Hypothesis" (Oakland Univ.)

This resource provides some examples of hypotheses in social science disciplines like Political Science and Criminal Justice. These sample hypotheses may also be useful for students in other soft social sciences and humanities disciplines like History.

When grading a research paper, instructors look for a consistent methodology. This section will help you understand different methodological approaches used in research papers. Students will get the most out of these resources if they use them to help prepare for conversations with teachers or discussions in class.

"Types of Research Designs" (USC)

A "research design," used for complex papers, is related to the paper's method. This resource contains introductions to a variety of popular research designs in the social sciences. Although it is not the most intuitive site to read, the information here is very valuable. 

"Major Research Methods" (YouTube)

Although this video is a bit on the dry side, it provides a comprehensive overview of the major research methodologies in a format that might be more accessible to students who have struggled with textbooks or other written resources.

"Humanities Research Strategies" (USC)

This is a portal where students can learn about four methodological approaches for humanities papers: Historical Methodologies, Textual Criticism, Conceptual Analysis, and the Synoptic method.

"Selected Major Social Science Research Methods: Overview" (National Academies Press)

This appendix from the book  Using Science as Evidence in Public Policy , printed by National Academies Press, introduces some methods used in social science papers.

"Organizing Your Social Sciences Research Paper: 6. The Methodology" (USC)

This resource from the University of Southern California's library contains tips for writing a methodology section in a research paper.

How to Determine the Best Methodology for You

Anyone who is new to writing research papers should be sure to select a method in consultation with their instructor. These resources can be used to help prepare for that discussion. They may also be used on their own by more advanced students.

"Choosing Appropriate Research Methodologies" (Palgrave Study Skills)

This friendly and approachable resource from Palgrave Macmillan can be used by students who are just starting to think about appropriate methodologies.

"How to Choose Your Research Methods" (NFER (UK))

This is another approachable resource students can use to help narrow down the most appropriate methods for their research projects.

The resources in this section introduce the process of gathering scholarly sources and collecting evidence. You'll find a range of material here, from introductory guides to advanced explications best suited to college students. Please consult the LitCharts  How to Do Academic Research guide for a more comprehensive list of resources devoted to finding scholarly literature.

Google Scholar

Students who have access to library websites with detailed research guides should start there, but people who do not have access to those resources can begin their search for secondary literature here.

"Gathering Appropriate Information" (Texas Gateway)

This resource from the Texas Gateway for online resources introduces students to the research process, and contains interactive exercises. The level of complexity is suitable for middle school, high school, and introductory college classrooms.

"An Overview of Quantitative and Qualitative Data Collection Methods" (NSF)

This PDF from the National Science Foundation goes into detail about best practices and pitfalls in data collection across multiple types of methodologies.

"Social Science Methods for Data Collection and Analysis" (Swiss FIT)

This resource is appropriate for advanced undergraduates or teachers looking to create lessons on research design and data collection. It covers techniques for gathering data via interviews, observations, and other methods.

"Collecting Data by In-depth Interviewing" (Leeds Univ.)

This resource contains enough information about conducting interviews to make it useful for teachers who want to create a lesson plan, but is also accessible enough for college juniors or seniors to make use of it on their own.

There is no "one size fits all" outlining technique. Some students might devote all their energy and attention to the outline in order to avoid the paper. Other students may benefit from being made to sit down and organize their thoughts into a lengthy sentence outline. The resources in this section include strategies and templates for multiple types of outlines. 

"Topic vs. Sentence Outlines" (UC Berkeley)

This resource introduces two basic approaches to outlining: the shorter topic-based approach, and the longer, more detailed sentence-based approach. This resource also contains videos on how to develop paper paragraphs from the sentence-based outline.

"Types of Outlines and Samples" (Purdue OWL)

The Purdue Online Writing Lab's guide is a slightly less detailed discussion of different types of outlines. It contains several sample outlines.

"Writing An Outline" (Austin C.C.)

This resource from a community college contains sample outlines from an American history class that students can use as models.

"How to Structure an Outline for a College Paper" (YouTube)

This brief (sub-2 minute) video from the ExpertVillage YouTube channel provides a model of outline writing for students who are struggling with the idea.

"Outlining" (Harvard)

This is a good resource to consult after completing a draft outline. It offers suggestions for making sure your outline avoids things like unnecessary repetition.

As with outlines, rough drafts can take on many different forms. These resources introduce teachers and students to the various approaches to writing a rough draft. This section also includes resources that will help you cite your sources appropriately according to the MLA, Chicago, and APA style manuals.

"Creating a Rough Draft for a Research Paper" (Univ. of Minnesota)

This resource is useful for teachers in particular, as it provides some suggested exercises to help students with writing a basic rough draft. 

Rough Draft Assignment (Duke of Definition)

This sample assignment, with a brief list of tips, was developed by a high school teacher who runs a very successful and well-reviewed page of educational resources.

"Creating the First Draft of Your Research Paper" (Concordia Univ.)

This resource will be helpful for perfectionists or procrastinators, as it opens by discussing the problem of avoiding writing. It also provides a short list of suggestions meant to get students writing.

Using Proper Citations

There is no such thing as a rough draft of a scholarly citation. These links to the three major citation guides will ensure that your citations follow the correct format. Please consult the LitCharts How to Cite Your Sources guide for more resources.

Chicago Manual of Style Citation Guide

Some call  The Chicago Manual of Style , which was first published in 1906, "the editors' Bible." The manual is now in its 17th edition, and is popular in the social sciences, historical journals, and some other fields in the humanities.

APA Citation Guide

According to the American Psychological Association, this guide was developed to aid reading comprehension, clarity of communication, and to reduce bias in language in the social and behavioral sciences. Its first full edition was published in 1952, and it is now in its sixth edition.

MLA Citation Guide

The Modern Language Association style is used most commonly within the liberal arts and humanities. The  MLA Style Manual and Guide to Scholarly Publishing  was first published in 1985 and (as of 2008) is in its third edition.

Any professional scholar will tell you that the best research papers are made in the revision stage. No matter how strong your research question or working thesis, it is not possible to write a truly outstanding paper without devoting energy to revision. These resources provide examples of revision exercises for the classroom, as well as tips for students working independently.

"The Art of Revision" (Univ. of Arizona)

This resource provides a wealth of information and suggestions for both students and teachers. There is a list of suggested exercises that teachers might use in class, along with a revision checklist that is useful for teachers and students alike.

"Script for Workshop on Revision" (Vanderbilt University)

Vanderbilt's guide for leading a 50-minute revision workshop can serve as a model for teachers who wish to guide students through the revision process during classtime. 

"Revising Your Paper" (Univ. of Washington)

This detailed handout was designed for students who are beginning the revision process. It discusses different approaches and methods for revision, and also includes a detailed list of things students should look for while they revise.

"Revising Drafts" (UNC Writing Center)

This resource is designed for students and suggests things to look for during the revision process. It provides steps for the process and has a FAQ for students who have questions about why it is important to revise.

Conferencing with Writing Tutors and Instructors

No writer is so good that he or she can't benefit from meeting with instructors or peer tutors. These resources from university writing, learning, and communication centers provide suggestions for how to get the most out of these one-on-one meetings.

"Getting Feedback" (UNC Writing Center)

This very helpful resource talks about how to ask for feedback during the entire writing process. It contains possible questions that students might ask when developing an outline, during the revision process, and after the final draft has been graded.

"Prepare for Your Tutoring Session" (Otis College of Art and Design)

This guide from a university's student learning center contains a lot of helpful tips for getting the most out of working with a writing tutor.

"The Importance of Asking Your Professor" (Univ. of Waterloo)

This article from the university's Writing and Communication Centre's blog contains some suggestions for how and when to get help from professors and Teaching Assistants.

Once you've revised your first draft, you're well on your way to handing in a polished paper. These resources—each of them produced by writing professionals at colleges and universities—outline the steps required in order to produce a final draft. You'll find proofreading tips and checklists in text and video form.

"Developing a Final Draft of a Research Paper" (Univ. of Minnesota)

While this resource contains suggestions for revision, it also features a couple of helpful checklists for the last stages of completing a final draft.

Basic Final Draft Tips and Checklist (Univ. of Maryland-University College)

This short and accessible resource, part of UMUC's very thorough online guide to writing and research, contains a very basic checklist for students who are getting ready to turn in their final drafts.

Final Draft Checklist (Everett C.C.)

This is another accessible final draft checklist, appropriate for both high school and college students. It suggests reading your essay aloud at least once.

"How to Proofread Your Final Draft" (YouTube)

This video (approximately 5 minutes), produced by Eastern Washington University, gives students tips on proofreading final drafts.

"Proofreading Tips" (Georgia Southern-Armstrong)

This guide will help students learn how to spot common errors in their papers. It suggests focusing on content and editing for grammar and mechanics.

This final set of resources is intended specifically for high school and college instructors. It provides links to unit plans and classroom exercises that can help improve students' research and writing skills. You'll find resources that give an overview of the process, along with activities that focus on how to begin and how to carry out research. 

"Research Paper Complete Resources Pack" (Teachers Pay Teachers)

This packet of assignments, rubrics, and other resources is designed for high school students. The resources in this packet are aligned to Common Core standards.

"Research Paper—Complete Unit" (Teachers Pay Teachers)

This packet of assignments, notes, PowerPoints, and other resources has a 4/4 rating with over 700 ratings. It is designed for high school teachers, but might also be useful to college instructors who work with freshmen.

"Teaching Students to Write Good Papers" (Yale)

This resource from Yale's Center for Teaching and Learning is designed for college instructors, and it includes links to appropriate activities and exercises.

"Research Paper Writing: An Overview" (CUNY Brooklyn)

CUNY Brooklyn offers this complete lesson plan for introducing students to research papers. It includes an accompanying set of PowerPoint slides.

"Lesson Plan: How to Begin Writing a Research Paper" (San Jose State Univ.)

This lesson plan is designed for students in the health sciences, so teachers will have to modify it for their own needs. It includes a breakdown of the brainstorming, topic selection, and research question process. 

"Quantitative Techniques for Social Science Research" (Univ. of Pittsburgh)

This is a set of PowerPoint slides that can be used to introduce students to a variety of quantitative methods used in the social sciences.

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Research Basics: an open academic research skills course

Lesson 1: using library tools.

  • Lesson 2: Smart searching
  • Lesson 3: Managing information overload
  • Assessment - Module 1
  • Lesson 1: The ABCs of scholarly sources
  • Lesson 2: Additional ways of identifying scholarly sources
  • Lesson 3: Verifying online sources
  • Assessment - Module 2
  • Lesson 1: Creating citations
  • Lesson 2: Citing and paraphrasing
  • Lesson 3: Works cited, bibliographies, and notes
  • Assessment - Module 3
  • - For Librarians and Teachers -
  • Acknowledgements
  • Other free resources from JSTOR

Imagine you’ve been assigned a research paper on the life of a writer you’ve never heard of. What are the first steps you take to find sources? In this lesson, you will learn how to find out what resources are available, how to decide on the best places to search, and how to make sure you have access to the tools you need. 

After watching the videos below, you can take the practice quiz for this lesson to test what you've learned. Take the quiz as many times as you need before moving on to the next lesson.  You can  download the script  for the videos to help you study.

Practice Quiz

Watch the introduction to Lesson 1

Watch part 1: subject guides, watch part 2: predict / rank / knowledge, watch part 3: access / ask a librarian.

  • << Previous: Module 1: Effective searching
  • Next: Lesson 2: Smart searching >>
  • Last Updated: Apr 24, 2024 6:38 AM
  • URL: https://guides.jstor.org/researchbasics

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The Daring English Teacher on Teachers Pay Teachers Secondary ELA resources Middle School ELA High School English

Teaching the Research Paper Part 1: Introducing the Research Paper and Preparing Students for the Assignment

Teaching the Research Paper Part 1: Introducing the Research Paper and Preparing Students for the Assignment

There are three things every teacher should do before taking their students to the computer lab to research information for their research papers: teach the difference between reliable and unreliable sources, check to make sure every student has a self-generated research question, and help prepare students with key phrases and words to search.

Whenever I begin teaching the research paper , I always share with my students the story of how I wrote my Master’s thesis paper. It was a 50 page paper with 50 different sources.

I don’t do this to toot my own horn. I don’t do this to scare my students away from post-secondary education. I don’t do this to make the students feel like their research assignment is petty and small. I do this so that I can explain the process of research to them and so that they know I was once in their shoes.

So how exactly do you write a 50-page research paper that has 50 unique, credible sources? One source at a time.

Teaching the Research Paper: 3 Critical Steps to Take

Teaching the research paper: find credible sources.

When teaching the research paper to my secondary ELA students, I first show them about research and credible sources. Before students can even begin looking for their sources, they have to know how to distinguish between reliable and unreliable sources. Being able to do so is the first step in finding a reliable source.

Slide31

Once I feel my students have a firm understanding of the sources they will be looking at, we then dive into the research topic, and the students select their issues related to the main topic.

Teaching the Research Paper: Create Questions

One of the critical parts of teaching the research paper to students is having them come up with their self-generated research questions. To do this, I encourage students to work collaboratively and talk about their research topics.

Students can work in small groups to see what their peers would like to know about that matter.

Working in small groups first provides extra support for EL and struggling students. From there, students come up with their questions to answer. There is also a graphic organizer in my Research Paper Writing resource that is especially helpful during this process.

Teaching the Research Paper: Brainstorm Key Words

Once students have a self-generated question, it is time to get students to think about keywords and phrases they will use in their search for sources. All too often I see students typing precise, wordy questions into a search engine. This only creates frustration for the students as well as the teacher.

Taking half a class to discuss keywords and phrases helps students tremendously, and it even speeds up the research process because students can find credible sources a lot easier. When teaching keywords and phrases to my students, I encourage them to type no more than four words into the search engine. I tell them that they must think of the most important words directly related to their topic.

To help students think about keywords and phrases they can use in the search engine, have them think about hashtags for their research topic. This fun, easy, and engaging strategy will get students thinking about what to research and what is explicitly related to their subject.

Teaching the Research Paper: A Research Paper Writing Instructional Unit

Take the stress out of teaching your students how to write a research paper with this complete research writing unit ! This comprehensive and complete research paper writing unit will help you teach your students how to write a research paper. Now available in print + digital!

This step-by-step resource teaches your students the eight steps of research writing, and it includes every single thing you could need for a successful research writing unit! Plus, it is updated for 9th edition MLA!

The editable teaching presentation (which comes in both PowerPoint and Google Slides®) is ideal for direct instruction and includes multiple days of guided instruction! The research writing presentation introduces students to the eight steps for completing a research project: selecting topics, generating questions, brainstorming, researching and gathering credible information, organizing and outlining, writing the first draft, peer editing, and finalizing the paper.

Research Paper Teaching Unit

Take the stress out of teaching your students how to write a research paper with  this complete research writing unit ! This comprehensive and complete research paper writing unit will help you teach your students how to write a research paper. Now available in print + digital!

Read more about teaching the research paper

Read more about research in the classroom with Part 2 which covers research paper topics and Part 3 which includes using Google Apps for research.

THANK YOU! I've had to sit through some painfully tedious COLLEGE classes because so many students aren't learning this in K12 that we're required to take classes on things like how to do a search. I greatly appreciate those of you who are teaching these important skills!

Is there a part 2?

Hi Deena, Thank you for reaching out. Yes. There is a part 2 and a part 3. I will link them to this post!

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Writing a Title

When writing your title it should be:

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A research paper is a report of original scientific findings. Typically research papers will follow the IMRAD format and include an abstract and a literature cited section.

Writing an Abstract

Remember the abstract is a summary of your paper which should be able to stand independently of the rest of your paper. The abstract should be brief but informative. Abstracts should not include abbreviations, technical jargon, references to other literature or references to tables and figures within the body of the paper.








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[Lesson Plan] How to Write a Research Paper: The Research Process

By: VariQuest Visual and Kinesthetic Learning Suite on November 8th, 2023

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[Lesson Plan] How to Write a Research Paper: The Research Process

Lessons/Activities/Templates | Academic Subject: English Language Arts | Grade Level: Secondary (7-12) | Grade Level: Intermediate (3-6)

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As students learn the important skill of responsibly researching for their writing, we at VariQuest have put together a 42-page booklet, split into two parts (to make it easier to digest and teach!) and this first part focuses on the research portion of the process.

From choosing a topic, to learning to paraphrase, to writing a thesis, these lessons are designed in a writers'-workshop-style to immerse students in every important step of writing a research paper. Using the example of The Great Barrier Reef, each lesson is paired with a handful of helpful printables - including anchor charts, discussion-prompts, and more!

Part 1 of How to Write a Research Paper explores the research portion of the writing process, guiding students in grades 5-7 through independently gathering information to write a paper on a chosen topic. Developed in partnership with Cathy Henry of The Curriculum Corner , students will come away with plenty of research and sources to begin part 2 of the journey - The Writing Process.

In this activity you'll find:

  • Lessons 1-9 of the How to Write a Research Paper Unit focused on the research part of the process
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  • An assessment rubric to review final papers

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  • Published: 10 June 2024

African elephants address one another with individually specific name-like calls

  • Michael A. Pardo   ORCID: orcid.org/0000-0001-6978-848X 1 ,
  • Kurt Fristrup   ORCID: orcid.org/0000-0002-7467-9314 2 ,
  • David S. Lolchuragi 3 ,
  • Joyce H. Poole 4 ,
  • Petter Granli 4 ,
  • Cynthia Moss 5 ,
  • Iain Douglas-Hamilton 3 &
  • George Wittemyer   ORCID: orcid.org/0000-0003-1640-5355 1 , 3  

Nature Ecology & Evolution ( 2024 ) Cite this article

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  • Animal behaviour
  • Behavioural ecology

Personal names are a universal feature of human language, yet few analogues exist in other species. While dolphins and parrots address conspecifics by imitating the calls of the addressee, human names are not imitations of the sounds typically made by the named individual. Labelling objects or individuals without relying on imitation of the sounds made by the referent radically expands the expressive power of language. Thus, if non-imitative name analogues were found in other species, this could have important implications for our understanding of language evolution. Here we present evidence that wild African elephants address one another with individually specific calls, probably without relying on imitation of the receiver. We used machine learning to demonstrate that the receiver of a call could be predicted from the call’s acoustic structure, regardless of how similar the call was to the receiver’s vocalizations. Moreover, elephants differentially responded to playbacks of calls originally addressed to them relative to calls addressed to a different individual. Our findings offer evidence for individual addressing of conspecifics in elephants. They further suggest that, unlike other non-human animals, elephants probably do not rely on imitation of the receiver’s calls to address one another.

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Acknowledgements

We thank the Office of the President of Kenya, the Samburu, Isiolo and Kajiado County governments, the Wildlife Research & Training Institute of Kenya, and Kenya Wildlife Service for permission to conduct fieldwork in Kenya. We thank Save The Elephants and the Amboseli Trust for Elephants for logistical support in the field, J. M. Leshudukule, D. M. Letitiya and N. Njiraini for assistance with the fieldwork, G. Pardo for blinding the playback stimuli and S. Pardo for input on the statistical analyses. We thank J. Berger, W. Koenig and A. Horn for comments on the manuscript. This project was funded by a Postdoctoral Research Fellowship in Biology to M.A.P. from the National Science Foundation (award no. 1907122) and grants to J.H.P. and P.G. from the National Geographic Society, Care for the Wild, and the Crystal Springs Foundation. Fieldwork was supported by Save the Elephants.

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Department of Fish, Wildlife, and Conservation Biology, Colorado State University, Fort Collins, CO, USA

Michael A. Pardo & George Wittemyer

Department of Electronic and Computer Engineering, Colorado State University, Fort Collins, CO, USA

Kurt Fristrup

Save The Elephants, Nairobi, Kenya

David S. Lolchuragi, Iain Douglas-Hamilton & George Wittemyer

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Joyce H. Poole & Petter Granli

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Contributions

M.A.P. conceived the study. M.A.P. and D.S.L. collected the data in Samburu, and J.H.P. and P.G. collected the data in Amboseli. M.A.P. and K.F. performed the statistical analysis, and M.A.P. created the figures. M.A.P. drafted the manuscript, and K.F., J.H.P. and G.W. edited it. C.M., I.D.-H. and G.W. provided resources and access to long-term datasets, and G.W. supervised the study.

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Correspondence to Michael A. Pardo .

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Extended data

Extended data fig. 1 schematic illustrating how spectral acoustic features were measured..

First, a spectrogram was calculated by applying a Fast Fourier Transform to the signal (Hamming window, 700 samples, 90% overlap). Then a mel filter bank with 26 overlapping triangular filters between 0-500 Hz was applied to each window of the spectrogram to produce a mel spectrogram. The mel spectrogram was then normalized by dividing the energy value in each cell by the total energy in that time window and these proportional energies were logit-transformed so they would not be limited to between 0 and 1. As features for the robust principal components analysis, we used the vector of energy in each of the 26 mel frequency bands as well as the vectors of delta and delta-delta values for each frequency band (representing the change and acceleration in energy over time, respectively). In the spectrogram and mel spectrogram in this figure, warmer colors indicate higher amplitudes (greater energy).

Extended Data Fig. 2 Scatterplots illustrating the separation in 3D space between calls from the same caller to different receivers.

Axes are the first three principal coordinates extracted from the proximity scores of a random forest trained to predict receiver ID. Each plot represents a single caller, each point is a single call, and receiver IDs are coded by both color and shape. This figure only includes calls where caller ID was known for certain, where the call was predicted correctly in at least 25% of random forest iterations, and where the caller made at least two such calls each to at least two different receivers.

Extended Data Fig. 3 Scatterplot illustrating the clustering in 3D space of calls from different callers to the same receiver.

Axes are the first three principal coordinates extracted from the proximity scores of a random forest trained to predict receiver ID. Each shape represents a different receiver and each color represents a different caller. This figure only includes calls where caller ID was known for certain, where the call was predicted correctly in at least 25% of random forest iterations, and where the receiver received at least one such call each from at least two different callers.

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Supplementary Discussion and Tables 1–4.

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Pardo, M.A., Fristrup, K., Lolchuragi, D.S. et al. African elephants address one another with individually specific name-like calls. Nat Ecol Evol (2024). https://doi.org/10.1038/s41559-024-02420-w

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research paper lesson 1

This paper is in the following e-collection/theme issue:

Published on 25.6.2024 in Vol 26 (2024)

Wearable Technologies for Detecting Burnout and Well-Being in Health Care Professionals: Scoping Review

Authors of this article:

Author Orcid Image

  • Milica Barac 1 * , BS   ; 
  • Samantha Scaletty 1 * , BS   ; 
  • Leslie C Hassett 2 , MLS   ; 
  • Ashley Stillwell 3 , DO   ; 
  • Paul E Croarkin 4 , DO, MS   ; 
  • Mohit Chauhan 5 , MD   ; 
  • Sherry Chesak 6 , PhD   ; 
  • William V Bobo 5 , MD, MPH   ; 
  • Arjun P Athreya 1, 4 * , MS, PhD   ; 
  • Liselotte N Dyrbye 7 * , MD, MPHE  

1 Department of Molecular Pharmacology and Experimental Therapeutics, Mayo Clinic, Rochester, MN, United States

2 Mayo Clinic Libraries, Mayo Clinic, Rochester, MN, United States

3 Department of Family Medicine, Mayo Clinic, Phoenix, AZ, United States

4 Department of Psychiatry and Psychology, Mayo Clinic, Rochester, MN, United States

5 Department of Psychiatry and Psychology, Mayo Clinic, Jacksonville, FL, United States

6 Department of Nursing, Mayo Clinic, Rochester, MN, United States

7 Department of Medicine, University of Colorado School of Medicine, Aurora, CO, United States

*these authors contributed equally

Corresponding Author:

Liselotte N Dyrbye, MD, MPHE

Department of Medicine

University of Colorado School of Medicine

Mail Stop C290, Fitzsimons Bldg

13001 E 17th Pl. Rm #E1347

Aurora, CO, 80045

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Phone: 1 303 724 4982

Email: [email protected]

Background: The occupational burnout epidemic is a growing issue, and in the United States, up to 60% of medical students, residents, physicians, and registered nurses experience symptoms. Wearable technologies may provide an opportunity to predict the onset of burnout and other forms of distress using physiological markers.

Objective: This study aims to identify physiological biomarkers of burnout, and establish what gaps are currently present in the use of wearable technologies for burnout prediction among health care professionals (HCPs).

Methods: A comprehensive search of several databases was performed on June 7, 2022. No date limits were set for the search. The databases were Ovid: MEDLINE(R), Embase, Healthstar, APA PsycInfo, Cochrane Central Register of Controlled Trials, Cochrane Database of Systematic Reviews, Web of Science Core Collection via Clarivate Analytics, Scopus via Elsevier, EBSCOhost: Academic Search Premier, CINAHL with Full Text, and Business Source Premier. Studies observing anxiety, burnout, stress, and depression using a wearable device worn by an HCP were included, with HCP defined as medical students, residents, physicians, and nurses. Bias was assessed using the Newcastle Ottawa Quality Assessment Form for Cohort Studies.

Results: The initial search yielded 505 papers, from which 10 (1.95%) studies were included in this review. The majority (n=9) used wrist-worn biosensors and described observational cohort studies (n=8), with a low risk of bias. While no physiological measures were reliably associated with burnout or anxiety, step count and time in bed were associated with depressive symptoms, and heart rate and heart rate variability were associated with acute stress. Studies were limited with long-term observations (eg, ≥12 months) and large sample sizes, with limited integration of wearable data with system-level information (eg, acuity) to predict burnout. Reporting standards were also insufficient, particularly in device adherence and sampling frequency used for physiological measurements.

Conclusions: With wearables offering promise for digital health assessments of human functioning, it is possible to see wearables as a frontier for predicting burnout. Future digital health studies exploring the utility of wearable technologies for burnout prediction should address the limitations of data standardization and strategies to improve adherence and inclusivity in study participation.

Introduction

Burnout is an occupational syndrome characterized by emotional exhaustion, depersonalization, and feelings of reduced personal accomplishment caused by chronic, unmitigated high levels of job-related stress [ 1 ]. Burnout is common among health care professionals (HCPs, also referred to as health care workers), impacting an estimated 35% to 54% of nurses and physicians, and between 45% and 60% of medical students and resident physicians in the United States [ 2 ]. Several studies also reveal a high prevalence of depression and anxiety in HCPs that preceded the coronavirus pandemic [ 3 - 9 ]. Data further suggests that burnout and other forms of distress have increased among HCPs as a result of the COVID-19 pandemic [ 10 - 12 ].

This is concerning because the well-being of HCPs impacts the quality of patient care and patients’ access to care. Several meta-analyses and systematic reviews have reported associations between burnout and negative impacts on the quality of care provided to patients, including increasing the risk of medical errors [ 13 ], malpractice claims [ 14 ], nosocomial infections [ 15 ], and mortality [ 16 ]. Additionally, other studies have found that HCPs who report experiencing burnout are more likely to reduce their time taking care of patients and quit, all of which negatively impact patient’s access to care and add a burden to the global health care system [ 2 ]. The impacts of burnout go beyond the workplace, as HCPs with reported burnout are at increased risk of cardiovascular diseases [ 17 , 18 ], suicidal ideation [ 13 , 19 ], substance use disorders [ 20 ], uncontrolled stress [ 21 ], car accidents [ 22 ], and quality of life [ 23 ].

Contributors of burnout in HCPs are multifactorial and complex. While most factors contributing to burnout originate from system-level factors within the work environment, some risk factors originate from the personal domain or challenges in the personal-professional interface, such as work-home conflict ( Figure 1 ). Due to the complexity of the factors involved, no model exists for predicting when an individual HCP or group of HCPs are at risk for developing burnout or other forms of distress. In response to the negative outcomes of burnout for HCPs and patients, the National Academies of Science, Engineering, and Medicine recommends health care organizations monitor (through frequent surveys) and respond to burnout. This approach is retrospective, as the time required for health care organizations to administer surveys, HCPs to complete them, and the additional time needed to analyze and interpret results all delay any response to burnout. A better approach would be a proactive one, where organizations or individual HCPs could predict and respond to high levels of job stress before the manifestation of burnout and associated personal and professional consequences result.

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Previous studies and reviews suggest heart rate (HR) [ 24 ], heart rate variability (HRV) [ 24 ], sleep [ 25 ], and skin temperature [ 26 ] vary in response to stress. Additionally, sleep or fatigue also relates to the risk of burnout [ 27 ], depression [ 28 ], and other related conditions [ 29 ]. These types of data can be collected passively from wearable devices. Over the past 5 years, the adoption of wearable devices worldwide has more than doubled [ 30 ]. Therefore, data collected passively from wearable devices could potentially provide an avenue for detecting individuals at risk for high job stress, burnout, depression, and other related conditions. If predictive, such real-time information obtained passively from wearable devices could dramatically shift the current reactive paradigm to a proactive one, potentially leading to meaningful intervention before patients and HCPs experience adverse health consequences of burnout.

Previous systematic reviews suggest wearable devices may have some utility in predicting depression severity and stress levels [ 31 ]. To our knowledge, there is no review that investigates this relationship among HCPs or explores the ability of wearable devices to detect burnout risk. Hence, a scoping review was conducted to identify and summarize studies exploring associations between burnout, anxiety, depression, and stress, with data obtained from wearable devices in cohorts of HCPs.

Data Sources and Search Strategy

A comprehensive search of several databases was performed on June 7, 2022. No date limits were set for the search. The databases (and their coverage periods) were Ovid: MEDLINE (1946 to Present and Epub Ahead of Print, In-Process and Other Non-Indexed Citations and Daily), Embase (1974+), Healthstar (1966+), APA PsycInfo (1987+), Cochrane Central Register of Controlled Trials (1991+), Cochrane Database of Systematic Reviews (2005+), Web of Science Core Collection via Clarivate Analytics (1975+), Scopus via Elsevier (1788+), EBSCOhost: Academic Search Premier, CINAHL with Full Text (1981+), and Business Source Premier.

The search strategy was designed and conducted by a medical librarian (LCH) with input from the study’s investigators (APA and LND). Controlled vocabulary supplemented with keywords was used. The actual strategies listing all search terms used and how they are combined are available in the Multimedia Appendix 1 .

Review Strategy

The initial search yielded 505 papers. Two reviewers (MB and SS) independently identified and screened the titles and abstracts of potentially eligible papers. The inclusion criteria of the initial round of screening were as follows: the study must include a validated measure of burnout, stress, anxiety, or depression and the study must include only data from a wearable device worn by an HCP. For this work, we defined HCP as being a medical student, resident, practicing physician, or registered nurse in a hospital or outpatient clinical setting. The full-text reviews of the papers that resulted from the initial screening, data extraction, and quality assessment were also performed independently and in pairs by 2 reviewers (MB and SS). Papers were not excluded due to their calculated quality score. During this process, 475 papers were omitted because they did not satisfy the inclusion criteria (n=472) or were duplicates (n=3). After the initial screening, the full text of 30 papers was assessed for eligibility. Any disagreement was resolved by consensus with other senior reviewers (APA and LND) and the final source list was created, with senior reviewers blinded to reviews of each other and primary reviewers (MB and SS). The study selection process is illustrated in Figure 2 . Tables 1 and 2 provide descriptions of the final 10 papers published from April 2017 to December 2021 included in this review.

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AuthorSample characteristicsWearable-derived measurementsValidated anxiety, burnout, stress, or depression measuresOther measure included
Feng et al [ ]113 NursesHR , Sleep, and STC STAI Positive and Negative Affect Schedule, Satisfaction with Life Scale, Pittsburgh Sleep Quality Index, Affect EMA , Big Five Inventory-2, and Anxiety and Stress EMA
Adler et al [ ]775 ResidentsHR, Sleep, and STCPHQ-9 Mood EMA
Jevsevar et al [ ]21 Resident and PhysiciansHRV , RHR , RR , and SleepMBI-Abbreviated
Silva et al [ ]83 Medical students (19 had complete data)HR and HRVPSS-4
Mendelsohn et al [ ]59 ResidentsSleep and STCMBI-HSS Short-Form Health Survey, Epworth Sleepiness Scale, Satisfaction with Medicine Scale, and International Physical Activity Questionnaire
Marek et al [ ]28 ResidentsRHR, Sleep, and STCSingle-item burnout measure
Sochacki et al [ ]21 PhysiciansSleepMBI-HSS, PROMIS-29 (Depression and Anxiety)
Chaukos et al [ ]75 Residents (26 had complete data)Activity level and SleepMBI–HSS, PSS-10, and PHQ-9Functional Assessment of Chronic Illness Therapy-Fatigue, Penn State Worry Questionnaire, Revised Life Orientation Test, Interpersonal Reactivity Index Perspective-Taking subscale, Measure of Current Status-Part A, and Cognitive Affective Mindfulness Scale
de Looff et al [ ]114 NursesSC MBI–HSS (modified Dutch version)
Weenk et al [ ]20 Residents and PhysiciansHR and HRVSTAI-short version

a HR: heart rate.

b STC: step count.

c STAI: State-Trait Anxiety Inventory.

d EDA: electrodermal activity.

e EMA: ecological momentary assessment.

f PHQ-9: Patient Health Questionnaire.

g HRV: heart rate variability.

h RHR: resting heart rate.

i RR: respiratory rate.

j Not available.

k PSS: Perceived Stress Scale.

l MBI-HSS: Maslach Burnout Inventory–Human Services Survey.

m PROMIS : Performance of the Patient-Reported Outcomes.

n SC: skin conductance.

AuthorDeviceLength of data collectionPrimary findingsNewcastle Ottawa Scale Score
Feng et al [ ]Fitbit Charge 210 weeksBaseline STAI score did not relate to sensor-measured physical activity or sleep over the ensuing 10 weeks.8
Adler et al [ ]Fitbit Charge 214 monthsQuarterly measurements of change in depressive symptoms related to measured STC , sleep, and HR .7
Jevsevar et al [ ]WHOOP12 weeksBeing in the operating room related to the next day HRV . Device reported sleep related to next-day HRV. Relationship between baseline burnout score and device measurements not reported.8
Silva et al [ ]Microsoft Smart Band 22 weeksStress and HRV were both significantly different between the baseline and stress condition8
Mendelsohn et al [ ]Fitbit Charge14 daysBaseline burnout score did not relate to average daily sleep or STC over the ensuing 14 days.7
Marek et al [ ]Fitbit Charge HR16 weeksAverage daily sleep and activity level over a 2-4–week period did not relate to single-item burnout measure score. Average daily resting HR over a 2-4–week period was higher among residents with burnout versus those without burnout8
Sochacki et al [ ]WHOOP4 weeksNo significant association between weekly burnout score and device-measured hours of sleep over 4 weeks.8
Chaukos et al [ ]Basis Health Tracker6 monthsNo association between baseline depressive symptoms or stress levels and device-measured sleep or activity levels over 30 or 90 days of the study. No association between chronic burnout (burnout at 2 time points), never burned out, new burnout (burnout at 2nd but not 1st time point), and unknown burnout status (survey not completed) and devise measured sleep or activity level aggregated over first 30 days.6
de Looff et al [ ]Empatica E41 day or night shiftSkin conductance collected over 1 shift among nursing staff did not correlate with burnout scores collected on questionnaires completed within 2 days of wearing the device (mean 2.4, SD 10 days; range 0-44 days).8
Weenk et al [ ]HealthPatchUp to 3 days (at least 2)Stress measured by the patch increased during surgery, more so for less experienced trainees, but did not correlate with change in STAI score before or after surgery, perhaps due to small sample size or lack of sensitivity to change.8

a STAI: State-Trait Anxiety Inventory.

c HR: heart rate.

d HRV: heart rate variability.

Extraction Strategy

Data extraction was mostly completed by a single researcher (MB). Other researchers (APA and SS) helped refine data extraction and review the tables. The following information was extracted from the papers and is included in Tables 1 and 2 : sample population (size and occupation), anxiety, burnout, stress or depression assessment instrument, additional measurements used, wearable device used, measured physiological variable, study duration, primary findings, and the author-determined quality assessment score.

Quality Assessment

The methodological quality of nonrandomized or observational studies was assessed by 2 reviewers (MB and SS) using the Newcastle Ottawa Quality Assessment Form for Cohort Studies [ 42 ]. The Newcastle-Ottawa Scale is a validated scale of 8 items in 3 domains: selection, comparability, and outcome. Studies are rated from 0 to 9, with those studies rating 0-2 (poor quality), 3-5 (fair quality), and 6-9 (good or high quality). All 10 studies received a Newcastle-Ottawa Scale rating of good or high quality.

Roles of Participating Health Care Professionals

Among the 10 reviewed studies, 8 were conducted in the United States, 1 study was conducted in Portugal [ 35 ], and another one was conducted in Canada [ 36 ]. Seven studies recruited either resident physicians (postgraduate medical trainees), practicing physicians, or a combination of both, primarily within the same specialty (eg, orthopedic surgery and emergency medicine). Two studies recruited registered nurses [ 32 , 40 ] and 1 study recruited medical students [ 35 ]. Sample sizes ranged from 20 to 775 participants per study (see Table 1 ). Only 3 studies had more than 100 participants [ 32 , 33 , 40 ].

Wearable Devices, Physiological Variables Collected, and Duration of Observation

Table 1 summarizes the sample population, sample size, physiological variables collected from wearable devices, and psychometrics used in the 10 studies. The devices used, length of data collection, and primary findings are listed in Table 2 . Out of the 10 studies, 9 used wrist-worn biosensors, such as the Fitbit Charge (n=4) [ 32 , 33 , 35 , 40 ] WHOOP (n=2) [ 34 , 38 ], Basis B1 (n=1) [ 35 ], Empatica E4 (n=1) [ 40 ], and the Microsoft Smart Band 2 (n=1) [ 35 ]. Sensors embedded within wrist-worn biosensors included optical heart sensors, electrical heart sensors, accelerometers, and skin temperature sensors. The other device used was a HealthPatch, an adhesive patch with 2 ECG electrodes used to measure HR and HRV. A variety of physiological variables were collected, with sleep being the most common, measured in 7 studies. Studies ranged in length of data collection, from a single 12-hour shift to a 14-month period. Only 5 studies collected data for more than 10 weeks [ 32 - 34 , 37 , 39 ].

Methodological Wearable Data Reporting

Only 2 studies explicitly stated the sampling frequency used when processing data from the wearable device [ 33 , 39 ]. Four of the studies discussed how the data were processed; however, the level of detail varied [ 32 , 33 , 35 , 40 ]. Three of the studies indicated the cutoff values for physiological variables or explained how outliers were addressed [ 32 , 33 , 40 ]. Only 4 studies explicitly stated how much raw data were retrieved from the devices [ 32 - 34 , 36 ].

Reported Relationships Among Burnout, Depressive Symptoms, Stress, and Anxiety With Data Obtained From Wearable Devices

Of the 10 included studies, 6 included a measure of burnout ( Table 1 ) [ 34 , 36 - 40 ]. Four of these 6 studies used the Maslach Burnout Inventory–Human Services Survey (MBI-HSS) [ 43 ]. In a cross-sectional study of 114 nurses, no relationship was found between MBI-HSS score and skin conductance, a measure of autonomic nervous activity, collected through an Empatica E4, for 1 shift [ 40 ]. Another study investigated the relationship between MBI-HSS score, self-reported work hours, physical activity, and sleep, as measured by a Fitbit, in a cohort of 59 residents [ 36 ]. No relationship was found between the change in burnout score and data collected from the Fitbit over 2 weeks. In the third study, no relationship was found between MBI-HSS score and sleep, as measured by a WHOOP, over the course of 4 weeks [ 38 ]. Last, in a study of 75 medicine and psychiatry residents, no relationship was found between burnout score and sleep or activity levels, as measured by Basis B1 health-tracking device, during their first 6 months of residency [ 39 ].

Two studies measured burnout using scales other than the 22-item MBI-HSS (widely considered the gold standard) [ 34 , 37 ]. In a study of 21 orthopedic residents and surgeons, no association was found between baseline abbreviated MBI scores and WHOOP measures collected over 12 weeks [ 34 ]. The final study investigated the association between burnout, as measured by a commonly used single-item measure, and sleep and activity level, as measured by a Fitbit. In this study, of 28 emergency medicine residents, there was no association between burnout scores and sleep or activity levels over the course of the 16-week study [ 37 ].

Depressive Symptoms, Stress, and Anxiety

A 14-month study of 775 medical residents found a relationship between depressive symptoms, as measured by the 9-item Patient Health Questionnaire [ 44 ], and step count (STC) and sleep as measured by a Fitbit Charge 2 [ 33 ]. Medical residents whose depressive symptoms worsened over the period of the study had a significantly higher skew in their hourly STC distributions and spent less time in bed than those whose symptoms did not worsen. In a study of 83 medical students, Perceived Stress Scale-4 scores related to HR and HRV, were measured by a Microsoft Smartband 2, at baseline and during an examination [ 35 ].

In a 10-week study of 113 nurses led by Feng et al [ 32 ], no relationship was found between the level of anxiety, as measured by the State-Trait Anxiety Inventory (STAI) [ 45 ], and wearable sensor data (eg, sleep and HR) collected using Fitbit Charge 2 smartwatch. Weenk et al [ 41 ] conducted a study of 20 surgeons and surgical residents who completed an abbreviated version of the STAI before and after performing surgery, and wore a HealthPatch. This adhesive patch calculates stress using an HR and HRV-dependent algorithm for 48 to 72 hours [ 41 ]. There was no correlation found between the STAI score and HealthPatch data.

Device Use Compliance and Experience

Seven studies reported data on participant adherence or experience with wearable devices. Chaukos et al [ 39 ] reported that 25 (40%) of their participants wore their device for more than 50% of the time for the first 3 months of the study, while another 13 (21%) participants wore the device for more than 75% of the time for the first 3 months. Other studies, such as one conducted by Sochacki et al [ 38 ] reported that of the 26 participants, 5 did not complete the minimum WHOOP compliance (4 weeks). Surgeons involved in a study by Jevsevar et al [ 34 ] reported a high percentage of device compliance at 83.2% of the total collection window, similar to the 93% compliance rate reported by Mendelsohn et al [ 36 ] and Sochacki et al [ 38 ]. Weenk et al [ 41 ] reported that 6 of 20 individuals experienced problems with their HealthPatch, similar to Marek et al [ 37 ] who reported 1 of 30 participants dropped out due to fitness tracker intolerance. Problems included connection failure (n=2), loss of skin contact (n=2), and skin irritation (n=2). Feng et al [ 32 ] noted similar compliance between day-shift participants and night-shift participants (number of recordings day-shift: mean 44.6, SD 3.1 sessions; night-shift: mean 45, SD 20.2 sessions).

Risk of Bias

A risk of bias of assessment was completed for the 8 cohort studies and 1 cross-sectional study ( Figure 3 ). While the risk of bias was generally low across the studies, none included a comparison group of participants who did not wear a device.

research paper lesson 1

To our knowledge, this is the first scoping review to investigate the use of wearable technologies for the prediction of burnout, anxiety, depression, and stress in HCPs. Among the 10 studies identified, a range of wearables collected data on HR, HRV, respiratory rate, skin temperature, sleep, and activity levels from a single shift of work and up to 14 months of data collection in relatively small samples of physicians, medical students, and nurses. In these studies, no relationships were found between collected physiological data from wearables and burnout or anxiety. One study reported a relationship between STC, time in bed, and depressive symptoms, and another between HR, HRV, and acute stress (during an examination). Identified studies had methodological limitations, including short duration which limits the capture of naturalistic variations in the workplace stressors.

In this review, 3 studies measured HRV [ 34 , 35 , 41 ] and only 1 found a significant relationship between HRV and acute stress. A previous systematic review involving non-HCPs identified 2 studies demonstrating relationships between HRV and acute stress-induced conditions and 1 study demonstrating a relationship between HRV and stress levels measured by catecholamine levels [ 31 ]. This previous systematic review also identified 1 study where in a setting of laboratory-induced stress, HRV parameters related to STAI score. These studies, however, differed substantially from the ones included in this review. For example, none of them collected physiological data longer than 24 minutes, stress was induced in a laboratory setting (vs occurring naturally in a work setting), and only 1 study compared physiological data with a self-reported stress measure (ie, STAI score).

Given these early findings, further research focusing on the following elements of rigor are warranted. First, the length of observation should be long enough (at least 2 or 3 consecutive quarters of a calendar year) to allow sufficient quanta of wearable data to capture fluctuations in and chronicity of workplace stress. Studies should systematically collect data using validated instruments measuring burnout (eg, MBI-HSS [ 43 ]), depression (eg, Center for Epidemiologic Studies Depression Scale [ 46 ] and Patient Health Questionnaire-9 [ 44 ]), and anxiety (eg, General Anxiety Disorder-7 [ 47 ]). Investigators may also want to consider designing cohorts comprising groups of HCPs defined by their type of medical specialty or practice location. For example, it is possible that workplace stressors, patient acuity, and job demand fluctuate between primary care and surgical specialties and between outpatient practices and hospital-based practices. Hence, the burnout biomarkers may vary between practices. Considering that burnout is defined as when job demands exceed job resources, it is possible that the workplace (eg, patient acuity and hospital bed size) and related staffing factors (eg, workload, shift length, and availability of support staff) impact physiological biomarkers collected from wearables. Hence, future studies should consider collecting organizational variables to better understand the systemic contributors of burnout. Additionally, given the era of decentralized health care practice (eg, nontraditional shift days/hours and remote care with augmented reality), studies engaging with HCPs may benefit from no-contact passive monitoring and a digital app interface for survey collection (ie, decentralized trail). Finally, there is a bioethics component to understand how wearables can be successfully integrated into workforces’ burnout management. Greater attention needs to be paid to participant engagement, including addressing comfort with wearing the device, resolving discrepancies in wearable-derived data versus self-reported data, and understanding factors that influence perceptions of fatigue but not recorded sleep [ 37 , 48 , 49 ].

The use of wearables to detect the functioning states of human beings is an active and rapidly evolving field. Several wearable-based studies have been shown to aid in the detection of mental health conditions or resilience in quality of life [ 50 ] through mindfulness practices including physical activity [ 51 ] and sleep [ 52 - 54 ] monitoring. Prior work has demonstrated that aspects of physical functioning when combined with data during the day could predict variations in aspects of QoL and mental well-being [ 55 - 58 ]. Work by Campbell et al [ 59 - 64 ] has demonstrated the ability of daily journaling, wearables, and mobile assessments to detect depressive symptoms and mental states in patients with schizophrenia. These prior efforts in the field of mental health and the work summarized in this scoping review demonstrate the promise of wearables in predicting states of one’s functioning, including burnout. However, a consensus is lacking on the best approaches to collecting, processing, and reporting physiological data, much like CONSORT (Consolidated Standards of Reporting Trials) [ 65 ] for reporting randomized trials and STROBE (Strengthening the Reporting of Observational Studies in Epidemiology) [ 66 ] guidelines for reporting observational studies. Standardization of variables should include the creation of a guideline for reporting the sampling frequency, device adherence, and other information regarding device parameters that impact data collection. Such standardization would assist with generalizing findings, validating predictive algorithms, informing meta-analysis, and the use of data for retraining predictive models regardless of the wearable’s make and model. Additionally, there needs to be consensus around approaches to address bioethics, privacy, and confidentiality concerns of participants [ 67 , 68 ]. Predictive technologies, informed by personal biometric or physiologic data, may help improve work conditions but could also place individuals’ privacy or perhaps even their job security at risk.

This study has limitations. Only studies that included physicians, resident physicians, medical students, and nurses and were published in English were included. Following the 2019 pandemic, physicians identifying as 2 or more races experienced the highest levels of burnout onset, according to a report by the American Medical Association [ 69 ]. Furthermore, there are known disparities in the access to, and the use of digital health technologies in underrepresented minorities [ 70 , 71 ]. Therefore, it is vital to understand the factors that cause burnout in these groups of professionals and remove barriers to access to personalized wellness technologies using wearables that may help understand and mitigate burnout. In the context of the use and access of digital health for burnout, 8 of the 10 studies reported the gender breakdown of participants, and only 1 study reported the race of their participants. With the urgent need to broaden access to digital health solutions to study and understand burnout, future efforts should (1) follow reporting guidelines (eg, set by National Institutes of Health in the Human Subjects sections) to report on participant characteristics by ethnicity, race, and gender, and (2) innovate study procedures (eg, decentralized protocols) that improve the recruitment and engagement of underrepresented minorities in digital health studies of burnout. Although we sought to include validated measures of burnout, stress, depression, and anxiety, the instruments used in the studies varied in their psychometric strengths. Finally, most studies lacked power calculations, making findings, effect sizes, or impact of dropouts difficult to interpret from the perspective of the generalizability of biomarkers.

Despite the popularity of wearable devices, only 10 studies were identified that explored relationships between physiological data and burnout, depressive symptoms, stress, or anxiety. Most of these studies had substantial methodological limitations, and nearly all reported limited data collection and processing information, participant experience with the wearable device, and device compliance. Standardizing study procedures, common data elements, and reporting of wearable data are needed to strengthen the rigor of digital health studies. Addressing these limitations will result in improvements in wearable device research, including data standardization and reporting, that will validate their use in providing early intervention for HCP wellness. Additional research is warranted to explore the potential of wearable devices, perhaps augmented with other system-level data (eg, work shift lengths and absenteeism), to predict burnout and other forms of distress, hopefully leading to meaningful action before it has an adverse impact on HCPs and patient care.

Acknowledgments

This study was partially supported by the Mayo Clinic Summer Undergraduate Research Fellowship, National Science Foundation (grant 2041339); National Institutes of Health (grant R01 NR020362); the Mayo Clinic Center for Individualized Medicine, and the Mayo Clinic Center for Clinical and Translational Science. Any opinions, findings, conclusions, or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation or National Institutes of Health.

Authors' Contributions

APA and LND contributed equally as co-Corresponding Authors. APA may be contacted at [email protected].

Conflicts of Interest

PC has received research support from the National Institutes of Health (NIH), National Science Foundation (NSF), Brain and Behavior Research Foundation, and the Mayo Clinic Foundation. PC has received research support from Pfizer, Inc. He has received equipment support from Neuronetics, Inc, and MagVenture, Inc. He received grant-in-kind supplies and genotyping from Assurex Health, Inc for an investigator-initiated study. He served as the primary investigator for a multicenter study funded by Neuronetics, Inc and a site primary investigator for a study funded by NeoSync, Inc. PC served as a paid consultant for Engrail Therapeutics, Sunovion, Procter and Gamble Company, Meta Platforms, Inc, and Myriad Neuroscience. PC is employed by the Mayo Clinic. LD is a coinventor of the Well-Being Index and its derivatives which Mayo Clinic has licensed. LD receives royalties. WB’s research has been supported by the NIMH, NINR, NSF, the Blue Gator Foundation, the Watzinger Foundation, and the Mayo Foundation for Medical Education and Research. He has contributed chapters to UpToDate concerning the pharmacological management of patients with bipolar spectrum disorders. MCs research has been supported by NSF and the Mayo Foundation for Medical Education and Research.

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PRISMA-ScR checklist.

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Abbreviations

Consolidated Standards of Reporting Trials
health care professional
heart rate
heart rate variability
Maslach Burnout Inventory–Human Services Survey
State-Trait Anxiety Inventory
step count
Strengthening the Reporting of Observational Studies in Epidemiology

Edited by T de Azevedo Cardoso; submitted 24.06.23; peer-reviewed by T Pipe, P Punda; comments to author 01.12.23; revised version received 01.01.24; accepted 20.03.24; published 25.06.24.

©Milica Barac, Samantha Scaletty, Leslie C Hassett, Ashley Stillwell, Paul E Croarkin, Mohit Chauhan, Sherry Chesak, William V Bobo, Arjun P Athreya, Liselotte N Dyrbye. Originally published in the Journal of Medical Internet Research (https://www.jmir.org), 25.06.2024.

This is an open-access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work, first published in the Journal of Medical Internet Research, is properly cited. The complete bibliographic information, a link to the original publication on https://www.jmir.org/, as well as this copyright and license information must be included.

Search Results

Longer-term challenges for fiscal policy in the euro area

Prepared by Edmund Moshammer

Published as part of the  ECB Economic Bulletin, Issue 4/2024 .

1 Introduction

In the future, various longer-term challenges are likely to exert pressure on public finances in the euro area. On top of the existing fiscal burdens – as reflected in the high debt ratios in a number of euro area countries, which were exacerbated by the pandemic and the subsequent energy crisis – there are several important longer-term challenges for fiscal dynamics. This article starts by reviewing some of the most important challenges and discussing their fiscal relevance, with a focus on demographic ageing (Section 2), the end of the “peace dividend” (Section 3), digitalisation (Section 4) and climate change (Section 5). Acknowledging the uncertainties surrounding any quantification of these challenges, Section 6 then presents some tentative – purely indicative – estimates of the additional fiscal effort that could be required to ensure the long-term sustainability of public finances in the presence of such developments. The implications of digitalisation are excluded from that exercise, given the particular uncertainty that surrounds their quantification. Section 7 then provides some concluding remarks.

2 Fiscal costs of ageing societies

The euro area is experiencing demographic ageing. The region is witnessing a significant decline in fertility rates, coupled with steady increases in life expectancy, resulting in an ageing population. At the level of the European Union as a whole, average remaining life expectancy at the age of 65 has increased over the last two decades, rising from 17.8 years in 2002 to 19.5 years in 2022. [ 1 ]

This demographic ageing presents challenges for government finances. With the number of elderly citizens increasing relative to the working-age population, pay‑as-you-go pension systems face mounting financial pressures. Furthermore, ageing populations typically require more extensive healthcare services and long‑term care.

Developments in ageing-related public spending vary across euro area countries. The recently published 2024 Ageing Report provides long-term projections for the key drivers of ageing-related costs and their components (which comprise pensions, health care, long-term care and education) in EU Member States over the period 2022-2070. [ 2 ] In the baseline scenario, which assumes unchanged policies, the euro area on aggregate will face an increase in ageing-related expenditure of 1.4 percentage points of GDP relative to today, but this could increase to 4.0 percentage points in a risk scenario. And even in the baseline scenario five countries may need to increase their ageing-related spending by over 3 percentage points of GDP (Chart 1). The increase in the public cost of pensions has the highest variability across countries, given the varied nature of demographics and pension system arrangements at country level (e.g. the extent to which retirement ages are linked to life expectancy). The increased burden of ageing will require policy reforms or structurally increased savings in other areas.

Additional fiscal efforts required owing to ageing populations

(percentages of GDP)

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Sources: 2024 Ageing Report and ECB calculations. Notes: This chart shows, for each component, the average increase in ageing-related costs from 2023 to 2070, weighted by the cumulative product of the reciprocal interest-growth differential. This increase can be interpreted as the constant additional budget balance needed in all years to meet the fiscal burden of an ageing population. Public spending on pensions is net of tax revenues.

3 Fiscal costs of the end of the “peace dividend”

Russia’s war of aggression against Ukraine has prompted far-reaching discussions on security, military spending and geopolitical stability. NATO members in the euro area have responded to this challenge by announcing and implementing large increases in defence spending, which represents a significant reversal of previous trends. As the Cold War thawed, all major economies reduced their defence expenditure (Chart 2, panel a). The United States and the United Kingdom more than halved their spending, reducing it from over 10% of GDP in the 1950s to less than 5% as of the 1990s. Germany and France, in turn, reduced their spending from over 4% of GDP to less than 2% today. Using this “peace dividend”, governments refocused their budgets, targeting new priorities such as increased social welfare spending. [ 3 ] After Russia’s annexation of Crimea in 2014, all NATO members agreed to spend at least 2% of GDP on defence. [ 4 ] Since then – and especially following Russia’s full-scale invasion of Ukraine – the vast majority of euro area countries have increased their defence expenditure (Chart 2, panel b). If all euro area countries (including those that are not NATO members) were to increase their defence expenditure to 2% of GDP, this would result in an estimated €71 billion of additional spending annually – equivalent to 0.5% of euro area GDP. [ 5 ]

Public spending on defence

a) Long-term decline since the peak of the Cold War

(spending as a percentage of GDP, 1954-2022)

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b) Changes since Russia’s annexation of Crimea in 2014

(spending as a percentage of GDP)

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Sources: Stockholm International Peace Research Institute (SIPRI), NATO and Eurostat. Notes: In panel a, data are sourced from SIPRI. In panel b, the asterisks denote non-NATO countries, where data are sourced from Eurostat and the blue bars refer to 2022. Data for other countries are sourced from NATO (press release from 7 July 2023).

Additional defence spending could potentially increase GDP growth in the EU, with positive implications for fiscal sustainability in the longer term, if it (i) is concentrated in R&D-intensive investment, (ii) does not crowd out other productive investment, and (iii) focuses on EU-based sources. According to the European Commission, using EU-based suppliers in defence contracts and, accordingly, shifting towards sourcing defence equipment and services from within the EU’s internal market could stimulate economic growth in the longer term. The Commission recently announced the European Defence Industrial Strategy, which encourages EU Member States to make strategic investments in their defence capabilities while promoting intra-EU collaboration and cooperation. [ 6 ] One of the key pillars of this strategy involves ensuring that defence products are readily available through the European Defence Technological and Industrial Base. This is about incentivising Member States to procure defence equipment and services from EU suppliers, thereby strengthening domestic defence industries, reducing reliance on external sources and enhancing resilience to any potential geopolitical shocks. According to the Commission, this has the potential to support the growth and development of EU-based defence companies, fostering innovation, job creation and technological advancement within the region. It would also produce multiplier effects across different sectors and ultimately increase fiscal revenues.

The economic impact of Russia’s war of aggression extends far beyond the realm of military spending. In the two years since the invasion of Ukraine, EU Member States and institutions have committed an estimated 0.55% of the EU’s annual GDP in bilateral short-term support. [ 7 ] Furthermore, the EU has also established a €50 billion Ukraine Facility covering the period 2024‑27. The World Bank estimates that Ukraine’s overall recovery and reconstruction needs will total around $486 billion over the next ten years. [ 8 ]

Moreover, in 2022 and 2023, governments were also forced to react to the resulting energy crisis and the high levels of inflation that followed. Indirectly, the war in Ukraine triggered a large temporary fiscal policy response at European level aimed at counteracting the high energy prices and the ensuing inflation, thus pointing to the multifaceted challenges posed by the ongoing conflict. [ 9 ] While governments should continue to roll back these energy-related support measures in 2024 to allow the disinflation process to proceed sustainably, the longer-term challenge of improving energy security in the EU will remain.

As the war in Ukraine is still ongoing and the geopolitical landscape is also characterised by instability in the Middle East and other parts of the world, the full long-term fiscal cost of the end of the peace dividend remains uncertain and is very difficult to estimate. For instance, the fragmentation of global trade could have severe implications for producers and consumers alike. If firms restructure their production chains in order to source inputs from countries that are geographically closer, rather than those with the most efficient production capabilities, their production costs will typically increase. [ 10 ] While the indirect fiscal effects are very difficult to quantify, they could be sizeable. [ 11 ] As a result, there continues to be significant uncertainty regarding the long-term fiscal consequences of these developments.

4 Fiscal costs of closing the digitalisation gap

The rising importance of digital value chains and transformative technologies is necessitating substantial investment in digital infrastructure and digital public services in order to maintain competitiveness. Before establishing the Recovery and Resilience Facility (RRF) in 2021, the European Commission estimated the EU’s digital investment gap vis-à-vis the United States and China at €125 billion per year (equivalent to around 0.9% of the EU’s GDP), calling for the resulting costs to be shared between the private and the public sector. [ 12 ] This will involve significant investment in digital infrastructure, particularly telecommunications networks.

In 2022, the EU adopted the Digital Decade Policy Programme 2030, a set of targets and objectives aimed at catching up in the area of digital transformation, supported by public investment. Around 70% of all funding for that programme – €117 billion in total – will come from the RRF, with €16.6 billion having been disbursed to fund the digital transition by March 2024 (Chart 3, panel a). [ 13 ] Under EU rules, at least 20% of all disbursed RRF funds must be spent on the digital transition. However, most Member States are exceeding this minimum threshold in their revised Recovery and Resilience Plans, with country‑specific allocations of RRF funds to the digital transition ranging from the minimum of 20% in Croatia and Slovenia to 48.1% in Germany. The degree of digitalisation still varies considerably across countries. In order to gauge progress towards the targets set, a Digital Economy and Society Index (DESI) has been devised (Chart 3, panel b). This is a composite index comprising 32 sub-indicators, 11 of which are directly linked to the Digital Decade. The short time horizon limits any causal inference, but estimates suggest that there is a significant correlation between DESI scores and GDP per capita, further reinforcing the ongoing Digital Decade agenda. [ 14 ] Digital investment that results in the strengthening of economic growth may, ultimately, also boost fiscal revenues.

Digital RRF expenditure and DESI scores

a) RRF disbursements targeting digital objectives: breakdown by policy area

(EUR billions; as at March 2024)

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b) DESI 2023 scores

(as a percentage of target scores for 2030)

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Sources: European Commission and ECB calculations. Note: In panel b, the target for each of the four broad categories is a maximum score of 25 points.

5 Fiscal effects of climate change

Climate change poses major fiscal challenges for euro area economies. From the direct costs of extreme weather events to the broader economic implications of transitioning to a low-carbon future, the fiscal impact of climate change is multifaceted and requires comprehensive analysis and action. As outlined in the ECB’s climate and nature plan 2024-2025, central banks will need to improve their understanding of these drivers in order to deliver on their core objectives.

Extreme weather events – which may increase in frequency and severity as a result of climate change – pose immediate and tangible risks. The economic costs of floods, storms, heatwaves and droughts have increased sharply in recent decades, placing a substantial financial burden on governments. [ 15 ] Costs relating to disaster relief, infrastructure repair and healthcare services in the aftermath of such events place strain on public finances, diverting resources from other essential areas. At the same time, the burden of climate change is distributed unevenly across euro area countries. For example, the European Commission’s PESETA IV project estimates that welfare losses from climate change in southern Europe will be several times larger than in the north of Europe, mostly because of higher temperatures and water scarcity. [ 16 ] This uneven burden is further exacerbated by the fact that some countries which have historically suffered significant losses also have large insurance protection gaps. [ 17 ] Against that background, a recent European Commission discussion paper sheds light on the potential fiscal repercussions of extreme climate events. [ 18 ] The paper estimates that in a scenario where temperatures rise by 2°C globally in the long term, eight euro area countries could see their public debt-to-GDP ratio rise by over 2 percentage points by 2032 owing to extreme weather events.

Transitioning to a low-carbon economy entails significant upfront costs and policy challenges. Mitigation measures (such as investment in renewable energy infrastructure, energy efficiency improvements and other emission reduction strategies) require substantial financial resources and long-term planning. Green investment, both public and private, will be essential in order to facilitate the transition to a sustainable economy. [ 19 ] Carbon-pricing mechanisms such as carbon taxes offer a potential source of revenue that could offset some of the fiscal costs of climate policies. [ 20 ] Recent IMF estimates based on a New Keynesian dynamic general equilibrium model suggest that primary deficits in advanced economies could increase by around 0.4 percentage points of GDP over the next few decades as a result of a policy package designed to achieve net-zero emissions in 2050. [ 21 ] However, this assumes that a large share of public spending on green investment and subsidies is financed through carbon tax revenues.

The macroeconomic and financial consequences of climate change and related policies can also have an indirect impact on public finances. The economic consequences of climate change (which include productivity losses, disruptions to supply chains and declines in agricultural output) can dampen GDP growth. The resulting contraction in economic activity can, in turn, erode government revenues and result in higher debt servicing costs. Model simulations conducted by the Network of Central Banks and Supervisors for Greening the Financial System (NGFS) suggest that some euro area countries could experience significant real output losses. When conducting such analysis, the cost of different transition policies [ 22 ] needs to be set against the reduction in physical risks from climate-related events. For instance, in the “net-zero by 2050” scenario, which limits global warming to 1.5°C through stringent climate policies and innovation, real output losses are fairly limited (Chart 4, panel a); however, the costly transition policies lead to spikes in inflation and relatively persistent increases in interest rates (which rise by 1 percentage point on average; Chart 4, panel b). Increases in interest rates tend to reflect the inflationary pressure created by carbon prices, as well as increased demand for investment. [ 23 ] The higher interest rates in the NGFS’s “net‑zero by 2050” scenario are the single most important driver of the long-term interest-growth differential. For instance, for a country with debt totalling 60% of GDP, a 1 percentage point increase in the interest-growth differential would, over time, result in the annual debt service burden rising by 0.6 percentage points of GDP. Naturally, these simulations are based on strong assumptions and contain a large degree of model uncertainty. [ 24 ] Several aspects – including the drivers of rising long-term interest rates and the role of monetary policy – need to be investigated further, and the ECB is actively contributing to those research efforts.

Under EU rules, at least 37% of all RRF funds disbursed must be spent on the green transition. While Member States often choose to spend significantly higher shares (ranging from 37.4% in Lithuania to 68.8% in Luxembourg and Malta), RRF funds can only cover a limited proportion of a country’s climate expenditure needs.

Simulating the impact of climate change under different transition scenarios

a) Impact on real GDP growth rates

(percentage point changes; averages for the period 2024-50)

research paper lesson 1

b) Impact on long-term interest rates

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Sources: NGFS long-term scenarios (Phase IV) and ECB calculations. Notes: See footnote 22 for a description of NGFS scenarios. Countries are ordered on the basis of the average cross-scenario impact. Data refer to geometric means over the period 2024‑50 and are not available for Croatia, Cyprus, Luxembourg or Malta. NGFS simulations employ three different models (GCAM, MESSAGEix-GLOBIOM and REMIND-MAgPIE), and the results presented here are averages of the findings for those three models.

6 Cumulative impact

This section provides a rough and purely indicative estimate of the possible fiscal burden arising from the developments described in the previous sections. A single indicator aggregates the various components (Chart 5 and Box 1), estimating the fiscal adjustment that each euro area country would need to implement as of 2024 and maintain throughout the simulation horizon. [ 25 ] The shared long-term target is a government debt-to-GDP ratio of 60% (as referred to in the Treaty) by 2070. [ 26 ] This fiscal gap measure is indicative and requires further analysis and interpretation to reach normative conclusions. Countries will need to ascertain and execute their respective adjustment paths. Moreover, the implementation of more ambitious structural reforms – notably those that support long-term growth – would help to reduce the fiscal burden, which is computed here on the basis of currently projected long-term growth rates. This is also the reason why the issue of digitalisation is not included in this exercise, as the benefits of digitalisation could potentially compensate for some of the fiscal costs incurred.

Overview of fiscal efforts required in response to specific challenges

research paper lesson 1

Sources: 2024 Ageing Report, European Commission’s Debt Sustainability Monitor 2023, NGFS Phase IV simulations, IMF’s October 2023 Fiscal Monitor, NATO, Eurostat and ECB calculations. Notes: The chart depicts the required immediate and permanent one-off improvement in the ratio of structural primary balance to GDP to bring the debt ratio to 60% of GDP by 2070, incorporating financing for any additional expenditure until 2070 arising from an ageing population, defence and climate. See Box 1 for a description of the methodology.

Achieving a government debt-to-GDP ratio of 60% by 2070 from today’s debt levels would require euro area governments to immediately and permanently increase their primary balances by 2% of GDP on average (dark blue and yellow bars in Chart 5). 16 euro area countries would require fiscal adjustments just to maintain their current debt levels, with necessary average savings of 1.4% of GDP (blue bars). Going further and reducing debt to 60% of GDP would, on average, require additional savings totalling 0.6% of GDP in the euro area, with high-debt countries having the largest adjustment needs (yellow bars).

The additional challenges discussed above, excluding digitalisation, could widen the euro area’s average fiscal deficit by approximately a further 3% of GDP. [ 27 ] Of those challenges, demographic ageing is expected to result in the largest fiscal burden over the next five decades, potentially necessitating additional spending of up to 4% of GDP for some countries, and 1.2% for the euro area on average. As regards the NATO target for defence expenditure, four of the NATO members in the euro area are already spending the targeted amount of 2% of GDP, while the other 12 face additional burdens of up to 1% of GDP, resulting in an average burden of 0.5% of GDP at euro area level. For the four non-NATO countries – Ireland, Cyprus, Malta and Austria – there is no formal requirement to spend a specific amount on defence. However, Chart 5 plots the gap vis-à-vis 2% of GDP in the light of the changing geopolitical environment. [ 28 ] For climate change, assuming a “net-zero by 2050” scenario which limits global warming to 1.5°C, we estimate an average cost increase totalling 1.1% of GDP at the level of the euro area as a whole. This is driven by the 0.4 percentage point increase in the primary deficit-to-GDP ratio that was calculated by the IMF and the additional interest burden on debt stocks that was projected by the NGFS. [ 29 ]

The necessary fiscal adjustment is large by historical standards, but not without precedent. At the same time, for all of the challenges discussed above, there is considerable cross-country heterogeneity in the required fiscal efforts, with estimates of gaps ranging from 0.5% to almost 10% of GDP. In the past, large fiscal adjustments were mainly observed in response to major fiscal crises and in the presence of sizeable debt overhangs. Belgium, Ireland and Finland maintained cyclically adjusted primary surpluses of over 5% of GDP on average for more than a decade in the 1990s and early 2000s. [ 30 ] In some countries, the fiscal pressures discussed may not strengthen in the short term; however, there is no room for complacency, as the longer the adjustment is postponed, the larger the eventual adjustment cost will be.

Moreover, additional fiscal burdens may well emerge in the medium term. For instance, the model-based simulations used in this article exclude the digitalisation gap, the long-term implications of which are still hard to grasp. Furthermore, one does not need to go back very far in time to find a large fiscal shock appearing out of the blue: the euro area’s government debt-to-GDP ratio increased by a total of 13 percentage points in 2020 in response to the COVID-19 pandemic. At the same time, the simulation of climate change is based on simplified assumptions and on the unlikely premise that limiting global warming to 1.5°C is still feasible. It also does not capture the impact of societal repercussions (such as conflict), tipping points or macroeconomic effects (such as changes to prices and productivity). This suggests that there could be substantial additional fiscal costs associated with climate change. [ 31 ] On the upside, however, the simulation may understate the potential positive economic side effects of increased public spending, such as spending on digitalisation. While the demographic ageing and climate change scenarios are built on a set of internally consistent assumptions, which also capture macroeconomic effects, the modelling of defence spending does not take account of the possible macroeconomic impact (e.g. the potential for the benefits of technological progress to spill over from the defence sector to the wider economy).

Box 1 Methodology of the fiscal gap indicator

In order to make the diverse fiscal long-term pressures comparable in a single indicator per country, we compute the immediate and permanent improvement in the structural primary balance required to bring the debt ratio to 60% of GDP by 2070. In addition to accounting for the adjustment need to stabilise and then reduce the initial debt level to the target level, the indicator incorporates financing for any additional expenditure arising from an ageing population, defence needs and climate change.

Deriving the fiscal gap and its components

Government debt in euro at the end of any given year is the sum of four components: (i) the debt at the end of the previous year, (ii) the interest accrued on that debt, (iii) the negative primary balance, and (iv) any debt-deficit-adjustment (DDA). Expressed in terms of GDP, in an economy with a balanced budget and zero DDA, debt-to-GDP grows every year proportional to the interest-growth differential (IGD). The IGD is the ratio between (i) one plus the average nominal interest rate and (ii) one plus the nominal GDP growth rate. However, the development of government debt is also determined by future primary balances and any DDA. From the above accounting identity we can apply the net present value (NPV) approach, discounting future flows by the annual IGDs and thus making them comparable across different time horizons. For instance, for reducing the current debt ratio by a given percentage, a government could apply a certain amount of savings in the current year or the same savings discounted by IGD in the following year. More generally, the difference between (i) the NPV of government debt as a percentage of GDP at a future date, and (ii) current government debt equals the NPV of the (negative) primary balances plus any DDA flows between today and the future date.

We define as our fiscal gap indicator the necessary permanent improvement in the ratio of the structural primary balance to GDP as of 2024 to reach a government debt of 60% of GDP by 2070. To determine the NPV of the fiscal flows needed to meet the target, we take (i) the 2023 government debt as a percentage of GDP, (ii) subtract the NPV of 60% of GDP debt discounted from 2070 to 2023, and (iii) add the NPV of negative primary balances plus DDA flows from 2024 to 2070. This NPV is then converted into a steady flow of primary balances that guarantee the attainment of the final target.

This approach can also be used to provide a breakdown of the fiscal gap into the different drivers. Looking at the equation below, we split the effort to reach the 60% debt ratio by 2070 into five components. These are the adjustments needed to (i) achieve the 2023 debt ratio ( d 0 ) by 2070 taking into account the starting primary balance and any DDA, (ii) reduce the 2070 debt ratio to 60% of GDP, (iii) cover ageing-related costs, (iv) cover additional defence expenditure needs, and (v) cover climate change-related costs.

g a p = ∑ 1 a t - 1 d 0 - d 0 a T - ∑ p b B a s e t - d d a t a t + d 0 - 60 % a T + ∑ a g e t a t + ∑ d e f t a t + ∑ c l i m a t e t a t

In this equation, a t and a T are the NPV discount factors at period t and in 2070 respectively, and Σ refers to the sum of flows from 2024 to 2070.

Assumptions for fiscal pressures and future interest-growth differentials

Our approach is similar to the S1 indicator presented in the European Commission’s Debt Sustainability Monitor (DSM) 2023, also with regard to the assumptions for primary balances, the interest-growth differential and ageing costs. [ 32 ] There are, however, three notable differences in the approach used here. First, the one-off fiscal adjustment is assumed to happen in 2024, compared with a two-year delay in the DSM. Second, we assume a constant structural primary fiscal balance over the projection horizon in order to avoid double-counting of legislated climate and defence measures. Third, we include these two additional components, which do not feature in the Commission’s indicator.

7 Conclusions

Issues such as demographic ageing, increased defence expenditure, digitalisation and climate change will result in significant fiscal burdens in the decades ahead. These developments will be challenging enough in isolation, and countries will face all of them simultaneously. Consequently, action needs to be taken today – especially in high-debt countries facing elevated interest rates and the associated risks. [ 33 ] Economic policies should seek to gradually reduce high levels of public debt and prepare for the future, which will also help to ensure a sound environment for the conduct of the euro area’s single monetary policy.

This figure peaked at 20.2 years in 2019 (i.e. pre-pandemic).

See European Commission, “ 2024 Ageing Report: Economic & Budgetary Projections for the EU Member States (2022-2070) ”, European Economy – Institutional Papers , No 279, April 2024.

See the article entitled “ Social spending, a euro area cross-country comparison ”, Economic Bulletin , Issue 5, ECB, 2019.

Only three of the 32 current NATO members achieved that target in 2014. By 2023, however, the number had risen to 11, and it is expected to reach 18 by the end of 2024. See “ Pre-ministerial press conference by NATO Secretary General Jens Stoltenberg ”, 14 February 2024.

See also Freier, M., Ioannou, D. and Vergara Caffarelli, F., “EU public goods and military spending”, Box 16 in “ The EU’s Open Strategic Autonomy from a central banking perspective – Challenges to the monetary policy landscape from a changing geopolitical environment ”, Occasional Paper Series , No 311, ECB, March 2023.

See the Commission’s website for more details.

See Kiel Institute for the World Economy, “ Ukraine Support Tracker ” database.

See World Bank, “ Ukraine – Third Rapid Damage and Needs Assessment (RDNA3): February 2022 – December 2023 ”, February 2024.

See the article entitled “ Fiscal policy and high inflation ”, Economic Bulletin , Issue 2, ECB, 2023, and the box entitled “ Update on euro area fiscal policy responses to the energy crisis and high inflation ” in the same issue.

See Di Sano, M., Gunnella, V. and Lebastard, L., “ Deglobalisation: risk or reality? ”, The ECB Blog , 12 July 2023.

Restructuring production chains in order to prioritise geographical proximity over efficiency could result in increased production costs, a fall in employment and disruption to supply chains. This would ultimately have an impact on government revenues from corporate taxation, personal income tax, sales taxes and international trade. Additionally, it could also discourage investment in innovation, further hampering long-term economic growth and tax revenues.

See European Commission, “ Identifying Europe’s recovery needs ” (SWD/2020/98 final), 27 May 2020.

See “Delivering the Digital Decade with EU investments”, Chapter 5 of European Commission, “ Implementation of the Digital Decade objectives and the Digital Rights and Principles ” (SWD/2023/570 final), 27 September 2023.

See Olczyk, M. and Kuc-Czarnecka, M., “Digital transformation and economic growth – DESI improvement and implementation”, Technological and Economic Development of Economy , Vol. 28, No 3, 2022, pp. 775-803.

The global economic losses are estimated to total $4.3 trillion. See World Meteorological Organization, “ Atlas of Mortality and Economic Losses from Weather, Climate and Water-Related Hazards (1970-2021) ”, 22 May 2023.

See Feyen, L., Ciscar, J.C., Gosling, S., Ibarreta, D. and Soria, A. (eds.), “ Climate change impacts and adaptation in Europe ”, JRC PESETA IV final report, 2020.

See ECB and EIOPA, “ Policy options to reduce the climate insurance protection gap ”, Discussion Paper, April 2023.

See Gagliardi, N., Arévalo, P. and Pamies, S., “ The Fiscal Impact of Extreme Weather and Climate Events: Evidence for EU Countries ”, European Economy Discussion Papers , No 168, European Commission, July 2022.

In Europe, for instance, an estimated €275 billion of Next Generation EU and REPowerEU funds will be used to support investment in clean technology, while €118 billion has been set aside to help fund the transition to clean energy between now and 2027 under the Cohesion Policy.

See the article entitled “ Fiscal policies to mitigate climate change in the euro area ”, Economic Bulletin , Issue 6, ECB, 2022.

See Chapter 1 of the IMF’s October 2023 Fiscal Monitor .

NGFS Phase IV simulates the impact in terms of physical and transition risks of five transition scenarios relative to a hypothetical baseline scenario with no physical or transition risk. “Net-zero by 2050” is an ambitious scenario that limits global warming to 1.5°C through stringent climate policies and innovation, reaching net-zero CO₂ emissions around 2050. “Delayed transition” assumes that annual global emissions do not start to decline until 2030, with strong policies then being needed to keep global warming below 2°C. “Below 2°C” is a scenario where the stringency of climate policies is gradually increased, giving a 67% chance of keeping global warming below 2°C. “NDCs” (nationally determined contributions) is a scenario where all current NDCs are implemented (including NDCs that have been pledged but not yet implemented). The “fragmented world” scenario assumes delayed and divergent climate policy ambition globally, leading to elevated transition risks in some countries and high physical risks everywhere owing to the overall ineffectiveness of the transition.

For these macroeconomic scenarios, the NGFS applies the NiGEM model, under which central banks follow the Taylor rule and long-term fiscal solvency is ensured. Furthermore, there is an assumption that 50% of the carbon price will be passed straight on to consumer prices. In the NiGEM model, the high levels of investment can result in persistently higher real interest rates owing to several interrelated factors. First, heightened demand for investment can lead to a crowding-out effect, whereby increased competition for available funds in capital markets drives borrowing costs up. And second, inflation expectations can, if influenced by increased investment activity, prompt lenders to demand higher nominal interest rates, driving up real interest rates. At the same time, the concrete formulation of central bank behaviour has major implications for the interest rate path in the model simulations.

See, for example, the article entitled “ The macroeconomic implications of the transition to a low-carbon economy ”, Economic Bulletin , Issue 5, ECB, 2023 and the box entitled “ Assessing the macroeconomic effects of climate change transition policies ”, Economic Bulletin , Issue 1, ECB, 2024.

See also the section entitled “Fiscal Policy Sustainability and Structural Spending Pressures” in Chapter 1 of the IMF’s April 2024 Fiscal Monitor , which presents details of a comparable exercise and reaches similar conclusions. The IMF shows that advanced economies are facing additional public spending pressures equivalent to 7.4% of GDP by 2030. This comprises increases of 1 percentage point for interest payments, 2 percentage points for climate spending (under the “net‑zero by 2050” scenario), 2.9 percentage points for demographic ageing, 0.6 percentage points for defence spending, and 1 percentage point for industrial policy and the UN’s Sustainable Development Goals.

The government debt-to-GDP ratio of 60% is referred to in Article 126(2) of the Treaty on the Functioning of the European Union and specified in Protocol No 12 annexed to the Treaty.

The exclusion of digitalisation stems mainly from the limited number of reliable forecasts and the lack of clarity regarding interaction with other key macroeconomic and financial variables.

See also European Commission, “ Defence Investment Gaps Analysis and Way Forward ”, Joint communication to the European Parliament, the European Council, the Council, the European Economic and Social Committee and the Committee of the Regions, 18 May 2022. For Luxembourg, a target of 1.7% of GDP is assumed, given its commitment to spending 2% of gross national income.

Climate shock scenario data, which are only available until 2050 in the source material, are constant-extrapolated. The Greek NGFS climate shock is adjusted to reflect the fact that debt with fixed rates and long maturities accounts for a significant share of total debt.

See the box entitled “ Past experience of EU countries with sustaining large primary budget surpluses ”, Monthly Bulletin , ECB, June 2011.

The recently published UN Emissions Gap Report found that even in the most optimistic scenario, the chance of limiting global warming to 1.5°C is only 14%, leaving open a large possibility that global warming will exceed 2°C or even 3°C. See United Nations Environment Programme, “ Emissions Gap Report 2023: Broken Record – Temperatures hit new highs, yet world fails to cut emissions (again) ”, November 2023; and Elderson, F., “ “Know thyself” – avoiding policy mistakes in light of the prevailing climate science ”, keynote speech at the Delphi Economic Forum IX, 12 April 2024.

See European Commission, “ Debt Sustainability Monitor 2023 ”, Institutional Papers , No 271, 22 March 2024.

See Adrian, T., Gaspar, V. and Gourinchas, P.-O., “ The Fiscal and Financial Risks of a High-Debt, Slow-Growth World ”, IMF Blog , 28 March 2024.

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