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

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

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

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

There are five key steps to writing a literature review:

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

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

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Table of contents

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

• Quick Run-through
• Step 1 & 2

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

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

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

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See an example

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

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

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

Download Word doc Download Google doc

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

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

Make a list of keywords

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

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

Search for relevant sources

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

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

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

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

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

For each publication, ask yourself:

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

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

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

Take notes and cite your sources

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

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

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

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

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

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

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

Chronological

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

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

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

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

Methodological

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

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

Theoretical

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

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

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

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

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

As you write, you can follow these tips:

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

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

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

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

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

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

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

 Statistics

• Null hypothesis
• Statistical power
• Probability distribution
• Effect size
• Poisson distribution

Research bias

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

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

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

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

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

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

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

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

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

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

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

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

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

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

What are the parts of a lit review?

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

Introduction:

• An introductory paragraph that explains what your working topic and thesis is
• A forecast of key topics or texts that will appear in the review
• Potentially, a description of how you found sources and how you analyzed them for inclusion and discussion in the review (more often found in published, standalone literature reviews than in lit review sections in an article or research paper)
• Summarize and synthesize: Give an overview of the main points of each source and combine them into a coherent whole
• Analyze and interpret: Don’t just paraphrase other researchers – add your own interpretations where possible, discussing the significance of findings in relation to the literature as a whole
• Critically Evaluate: Mention the strengths and weaknesses of your sources
• Write in well-structured paragraphs: Use transition words and topic sentence to draw connections, comparisons, and contrasts.

Conclusion:

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

How should I organize my lit review?

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

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

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

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

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

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

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

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

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

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

Table of Contents

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

How to write a good literature review 

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

What is a literature review?

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

What is the purpose of literature review?

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

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

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

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

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

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

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

Literature review example

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

Literature Review on Climate Change Impacts on Biodiversity:

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

a. Habitat Loss and Species Extinction:

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

b. Range Shifts and Phenological Changes:

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

c. Ocean Acidification and Coral Reefs:

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

d. Adaptive Strategies and Conservation Efforts:

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

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

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

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

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

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

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

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

Conducting a literature review

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

Choose a Topic and Define the Research Question:

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

Decide on the Scope of Your Review:

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

Select Databases for Searches:

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

Conduct Searches and Keep Track:

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

Review the Literature:

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

Organize and Write Your Literature Review:

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

Whether you’re exploring a new research field or finding new angles to develop an existing topic, sifting through hundreds of papers can take more time than you have to spare. But what if you could find science-backed insights with verified citations in seconds? That’s the power of Paperpal’s new Research feature!  

How to write a literature review faster with Paperpal?

Paperpal, an AI writing assistant, integrates powerful academic search capabilities within its writing platform. With the Research feature, you get 100% factual insights, with citations backed by 250M+ verified research articles, directly within your writing interface with the option to save relevant references in your Citation Library. By eliminating the need to switch tabs to find answers to all your research questions, Paperpal saves time and helps you stay focused on your writing.   

Here’s how to use the Research feature:  

• Ask a question: Get started with a new document on paperpal.com. Click on the “Research” feature and type your question in plain English. Paperpal will scour over 250 million research articles, including conference papers and preprints, to provide you with accurate insights and citations. 
• Review and Save: Paperpal summarizes the information, while citing sources and listing relevant reads. You can quickly scan the results to identify relevant references and save these directly to your built-in citations library for later access. 
• Cite with Confidence: Paperpal makes it easy to incorporate relevant citations and references into your writing, ensuring your arguments are well-supported by credible sources. This translates to a polished, well-researched literature review. 

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

Frequently asked questions

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

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

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

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

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

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

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

References 

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

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Literature reviews take time. here is some general information to know before you start.  .

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• NOT A RESEARCH ARTICLE -- A literature review follows a different style, format, and structure from a research article.  

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What is a literature review?

A literature review is an integrated analysis -- not just a summary-- of scholarly writings and other relevant evidence related directly to your research question.  That is, it represents a synthesis of the evidence that provides background information on your topic and shows a association between the evidence and your research question.

A literature review may be a stand alone work or the introduction to a larger research paper, depending on the assignment.  Rely heavily on the guidelines your instructor has given you.

Why is it important?

A literature review is important because it:

• Explains the background of research on a topic.
• Demonstrates why a topic is significant to a subject area.
• Discovers relationships between research studies/ideas.
• Identifies major themes, concepts, and researchers on a topic.
• Identifies critical gaps and points of disagreement.
• Discusses further research questions that logically come out of the previous studies.

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1. Choose a topic. Define your research question.

Your literature review should be guided by your central research question.  The literature represents background and research developments related to a specific research question, interpreted and analyzed by you in a synthesized way.

• Make sure your research question is not too broad or too narrow.  Is it manageable?
• Begin writing down terms that are related to your question. These will be useful for searches later.
• If you have the opportunity, discuss your topic with your professor and your class mates.

2. Decide on the scope of your review

How many studies do you need to look at? How comprehensive should it be? How many years should it cover? 

• This may depend on your assignment.  How many sources does the assignment require?

3. Select the databases you will use to conduct your searches.

Make a list of the databases you will search. 

Where to find databases:

• use the tabs on this guide
• Find other databases in the Nursing Information Resources web page
• More on the Medical Library web page
• ... and more on the Yale University Library web page

4. Conduct your searches to find the evidence. Keep track of your searches.

• Use the key words in your question, as well as synonyms for those words, as terms in your search. Use the database tutorials for help.
• Save the searches in the databases. This saves time when you want to redo, or modify, the searches. It is also helpful to use as a guide is the searches are not finding any useful results.
• Review the abstracts of research studies carefully. This will save you time.
• Use the bibliographies and references of research studies you find to locate others.
• Check with your professor, or a subject expert in the field, if you are missing any key works in the field.
• Ask your librarian for help at any time.
• Use a citation manager, such as EndNote as the repository for your citations. See the EndNote tutorials for help.

Review the literature

Some questions to help you analyze the research:

• What was the research question of the study you are reviewing? What were the authors trying to discover?
• Was the research funded by a source that could influence the findings?
• What were the research methodologies? Analyze its literature review, the samples and variables used, the results, and the conclusions.
• Does the research seem to be complete? Could it have been conducted more soundly? What further questions does it raise?
• If there are conflicting studies, why do you think that is?
• How are the authors viewed in the field? Has this study been cited? If so, how has it been analyzed?

Tips: 

• Review the abstracts carefully.  
• Keep careful notes so that you may track your thought processes during the research process.
• Create a matrix of the studies for easy analysis, and synthesis, across all of the studies.
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How to Write a Literature Review: Six Steps to Get You from Start to Finish

Writing-a-literature-review-six-steps-to-get-you-from-start-to-finish.

Tanya Golash-Boza, Associate Professor of Sociology, University of California

February 03, 2022

Writing a literature review is often the most daunting part of writing an article, book, thesis, or dissertation. “The literature” seems (and often is) massive. I have found it helpful to be as systematic as possible when completing this gargantuan task.

Sonja Foss and William Walters* describe an efficient and effective way of writing a literature review. Their system provides an excellent guide for getting through the massive amounts of literature for any purpose: in a dissertation, an M.A. thesis, or preparing a research article for publication  in any field of study. Below is a  summary of the steps they outline as well as a step-by-step method for writing a literature review.

How to Write a Literature Review

Step One: Decide on your areas of research:

Before you begin to search for articles or books, decide beforehand what areas you are going to research. Make sure that you only get articles and books in those areas, even if you come across fascinating books in other areas. A literature review I am currently working on, for example, explores barriers to higher education for undocumented students.

Step Two: Search for the literature:

Conduct a comprehensive bibliographic search of books and articles in your area. Read the abstracts online and download and/or print those articles that pertain to your area of research. Find books in the library that are relevant and check them out. Set a specific time frame for how long you will search. It should not take more than two or three dedicated sessions.

Step Three: Find relevant excerpts in your books and articles:

Skim the contents of each book and article and look specifically for these five things:

1. Claims, conclusions, and findings about the constructs you are investigating

2. Definitions of terms

3. Calls for follow-up studies relevant to your project

4. Gaps you notice in the literature

5. Disagreement about the constructs you are investigating

When you find any of these five things, type the relevant excerpt directly into a Word document. Don’t summarize, as summarizing takes longer than simply typing the excerpt. Make sure to note the name of the author and the page number following each excerpt. Do this for each article and book that you have in your stack of literature. When you are done, print out your excerpts.

Step Four: Code the literature:

Get out a pair of scissors and cut each excerpt out. Now, sort the pieces of paper into similar topics. Figure out what the main themes are. Place each excerpt into a themed pile. Make sure each note goes into a pile. If there are excerpts that you can’t figure out where they belong, separate those and go over them again at the end to see if you need new categories. When you finish, place each stack of notes into an envelope labeled with the name of the theme.

Step Five: Create Your Conceptual Schema:

Type, in large font, the name of each of your coded themes. Print this out, and cut the titles into individual slips of paper. Take the slips of paper to a table or large workspace and figure out the best way to organize them. Are there ideas that go together or that are in dialogue with each other? Are there ideas that contradict each other? Move around the slips of paper until you come up with a way of organizing the codes that makes sense. Write the conceptual schema down before you forget or someone cleans up your slips of paper.

Step Six: Begin to Write Your Literature Review:

Choose any section of your conceptual schema to begin with. You can begin anywhere, because you already know the order. Find the envelope with the excerpts in them and lay them on the table in front of you. Figure out a mini-conceptual schema based on that theme by grouping together those excerpts that say the same thing. Use that mini-conceptual schema to write up your literature review based on the excerpts that you have in front of you. Don’t forget to include the citations as you write, so as not to lose track of who said what. Repeat this for each section of your literature review.

Once you complete these six steps, you will have a complete draft of your literature review. The great thing about this process is that it breaks down into manageable steps something that seems enormous: writing a literature review.

I think that Foss and Walter’s system for writing the literature review is ideal for a dissertation, because a Ph.D. candidate has already read widely in his or her field through graduate seminars and comprehensive exams.

It may be more challenging for M.A. students, unless you are already familiar with the literature. It is always hard to figure out how much you need to read for deep meaning, and how much you just need to know what others have said. That balance will depend on how much you already know.

For people writing literature reviews for articles or books, this system also could work, especially when you are writing in a field with which you are already familiar. The mere fact of having a system can make the literature review seem much less daunting, so I recommend this system for anyone who feels overwhelmed by the prospect of writing a literature review.

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What is a literature review? [with examples]

What is a literature review?

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

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

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

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

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

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

The four main objectives of a literature review are:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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A literature review is a discussion of the literature (aka. the "research" or "scholarship") surrounding a certain topic. A good literature review doesn't simply summarize the existing material, but provides thoughtful synthesis and analysis. The purpose of a literature review is to orient your own work within an existing body of knowledge. A literature review may be written as a standalone piece or be included in a larger body of work.

You can read more about literature reviews, what they entail, and how to write one, using the resources below. 

Am I the only one struggling to write a literature review?

Dr. Zina O'Leary explains the misconceptions and struggles students often have with writing a literature review. She also provides step-by-step guidance on writing a persuasive literature review.

An Introduction to Literature Reviews

Dr. Eric Jensen, Professor of Sociology at the University of Warwick, and Dr. Charles Laurie, Director of Research at Verisk Maplecroft, explain how to write a literature review, and why researchers need to do so. Literature reviews can be stand-alone research or part of a larger project. They communicate the state of academic knowledge on a given topic, specifically detailing what is still unknown.

This is the first video in a whole series about literature reviews. You can find the rest of the series in our SAGE database, Research Methods:

Videos covering research methods and statistics

Identify Themes and Gaps in Literature (with real examples) | Scribbr

Finding connections between sources is key to organizing the arguments and structure of a good literature review. In this video, you'll learn how to identify themes, debates, and gaps between sources, using examples from real papers.

4 Tips for Writing a Literature Review's Intro, Body, and Conclusion | Scribbr

While each review will be unique in its structure--based on both the existing body of both literature and the overall goals of your own paper, dissertation, or research--this video from Scribbr does a good job simplifying the goals of writing a literature review for those who are new to the process. In this video, you’ll learn what to include in each section, as well as 4 tips for the main body illustrated with an example.

• Literature Review This chapter in SAGE's Encyclopedia of Research Design describes the types of literature reviews and scientific standards for conducting literature reviews.
• UNC Writing Center: Literature Reviews This handout from the Writing Center at UNC will explain what literature reviews are and offer insights into the form and construction of literature reviews in the humanities, social sciences, and sciences.
• Purdue OWL: Writing a Literature Review The overview of literature reviews comes from Purdue's Online Writing Lab. It explains the basic why, what, and how of writing a literature review.

Organizational Tools for Literature Reviews

One of the most daunting aspects of writing a literature review is organizing your research. There are a variety of strategies that you can use to help you in this task. We've highlighted just a few ways writers keep track of all that information! You can use a combination of these tools or come up with your own organizational process. The key is choosing something that works with your own learning style.

Citation Managers

Citation managers are great tools, in general, for organizing research, but can be especially helpful when writing a literature review. You can keep all of your research in one place, take notes, and organize your materials into different folders or categories. Read more about citations managers here:

• Manage Citations & Sources

Concept Mapping

Some writers use concept mapping (sometimes called flow or bubble charts or "mind maps") to help them visualize the ways in which the research they found connects.

There is no right or wrong way to make a concept map. There are a variety of online tools that can help you create a concept map or you can simply put pen to paper. To read more about concept mapping, take a look at the following help guides:

• Using Concept Maps From Williams College's guide, Literature Review: A Self-guided Tutorial

Synthesis Matrix

A synthesis matrix is is a chart you can use to help you organize your research into thematic categories. By organizing your research into a matrix, like the examples below, can help you visualize the ways in which your sources connect. 

• Walden University Writing Center: Literature Review Matrix Find a variety of literature review matrix examples and templates from Walden University.
• Writing A Literature Review and Using a Synthesis Matrix An example synthesis matrix created by NC State University Writing and Speaking Tutorial Service Tutors. If you would like a copy of this synthesis matrix in a different format, like a Word document, please ask a librarian. CC-BY-SA 3.0
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• Last Updated: May 7, 2024 9:51 AM

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Have you written a stellar literature review you care to share for teaching purposes?

Are you an instructor who has received an exemplary literature review and have permission from the student to post?

Please contact Britt McGowan at [email protected] for inclusion in this guide. All disciplines welcome and encouraged.

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Literature Review Example/Sample

Detailed Walkthrough + Free Literature Review Template

If you’re working on a dissertation or thesis and are looking for an example of a strong literature review chapter , you’ve come to the right place.

In this video, we walk you through an A-grade literature review from a dissertation that earned full distinction . We start off by discussing the five core sections of a literature review chapter by unpacking our free literature review template . This includes:

• The literature review opening/ introduction section
• The theoretical framework (or foundation of theory)
• The empirical research
• The research gap
• The closing section

We then progress to the sample literature review (from an A-grade Master’s-level dissertation) to show how these concepts are applied in the literature review chapter. You can access the free resources mentioned in this video below.

PS – If you’re working on a dissertation, be sure to also check out our collection of dissertation and thesis examples here .

FAQ: Literature Review Example

Literature review example: frequently asked questions, is the sample literature review real.

Yes. The literature review example is an extract from a Master’s-level dissertation for an MBA program. It has not been edited in any way.

Can I replicate this literature review for my dissertation?

As we discuss in the video, every literature review will be slightly different, depending on the university’s unique requirements, as well as the nature of the research itself. Therefore, you’ll need to tailor your literature review to suit your specific context.

You can learn more about the basics of writing a literature review here .

Where can I find more examples of literature reviews?

The best place to find more examples of literature review chapters would be within dissertation/thesis databases. These databases include dissertations, theses and research projects that have successfully passed the assessment criteria for the respective university, meaning that you have at least some sort of quality assurance. 

The Open Access Thesis Database (OATD) is a good starting point. 

How do I get the literature review template?

You can access our free literature review chapter template here .

Is the template really free?

Yes. There is no cost for the template and you are free to use it as you wish. 

Psst… there’s more!

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

What will it take for you to guide me in my Ph.D research work?

Thank you so much for all this information. I am unable to download the literature review template and the excel worksheet. When I click the button it takes me to the top of the page. I would really love to use this template, thank you again!

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Ten Simple Rules for Writing a Literature Review

Marco pautasso.

1 Centre for Functional and Evolutionary Ecology (CEFE), CNRS, Montpellier, France

2 Centre for Biodiversity Synthesis and Analysis (CESAB), FRB, Aix-en-Provence, France

Literature reviews are in great demand in most scientific fields. Their need stems from the ever-increasing output of scientific publications [1] . For example, compared to 1991, in 2008 three, eight, and forty times more papers were indexed in Web of Science on malaria, obesity, and biodiversity, respectively [2] . Given such mountains of papers, scientists cannot be expected to examine in detail every single new paper relevant to their interests [3] . Thus, it is both advantageous and necessary to rely on regular summaries of the recent literature. Although recognition for scientists mainly comes from primary research, timely literature reviews can lead to new synthetic insights and are often widely read [4] . For such summaries to be useful, however, they need to be compiled in a professional way [5] .

When starting from scratch, reviewing the literature can require a titanic amount of work. That is why researchers who have spent their career working on a certain research issue are in a perfect position to review that literature. Some graduate schools are now offering courses in reviewing the literature, given that most research students start their project by producing an overview of what has already been done on their research issue [6] . However, it is likely that most scientists have not thought in detail about how to approach and carry out a literature review.

Reviewing the literature requires the ability to juggle multiple tasks, from finding and evaluating relevant material to synthesising information from various sources, from critical thinking to paraphrasing, evaluating, and citation skills [7] . In this contribution, I share ten simple rules I learned working on about 25 literature reviews as a PhD and postdoctoral student. Ideas and insights also come from discussions with coauthors and colleagues, as well as feedback from reviewers and editors.

Rule 1: Define a Topic and Audience

How to choose which topic to review? There are so many issues in contemporary science that you could spend a lifetime of attending conferences and reading the literature just pondering what to review. On the one hand, if you take several years to choose, several other people may have had the same idea in the meantime. On the other hand, only a well-considered topic is likely to lead to a brilliant literature review [8] . The topic must at least be:

• interesting to you (ideally, you should have come across a series of recent papers related to your line of work that call for a critical summary),
• an important aspect of the field (so that many readers will be interested in the review and there will be enough material to write it), and
• a well-defined issue (otherwise you could potentially include thousands of publications, which would make the review unhelpful).

Ideas for potential reviews may come from papers providing lists of key research questions to be answered [9] , but also from serendipitous moments during desultory reading and discussions. In addition to choosing your topic, you should also select a target audience. In many cases, the topic (e.g., web services in computational biology) will automatically define an audience (e.g., computational biologists), but that same topic may also be of interest to neighbouring fields (e.g., computer science, biology, etc.).

Rule 2: Search and Re-search the Literature

After having chosen your topic and audience, start by checking the literature and downloading relevant papers. Five pieces of advice here:

• keep track of the search items you use (so that your search can be replicated [10] ),
• keep a list of papers whose pdfs you cannot access immediately (so as to retrieve them later with alternative strategies),
• use a paper management system (e.g., Mendeley, Papers, Qiqqa, Sente),
• define early in the process some criteria for exclusion of irrelevant papers (these criteria can then be described in the review to help define its scope), and
• do not just look for research papers in the area you wish to review, but also seek previous reviews.

The chances are high that someone will already have published a literature review ( Figure 1 ), if not exactly on the issue you are planning to tackle, at least on a related topic. If there are already a few or several reviews of the literature on your issue, my advice is not to give up, but to carry on with your own literature review,

The bottom-right situation (many literature reviews but few research papers) is not just a theoretical situation; it applies, for example, to the study of the impacts of climate change on plant diseases, where there appear to be more literature reviews than research studies [33] .

• discussing in your review the approaches, limitations, and conclusions of past reviews,
• trying to find a new angle that has not been covered adequately in the previous reviews, and
• incorporating new material that has inevitably accumulated since their appearance.

When searching the literature for pertinent papers and reviews, the usual rules apply:

• be thorough,
• use different keywords and database sources (e.g., DBLP, Google Scholar, ISI Proceedings, JSTOR Search, Medline, Scopus, Web of Science), and
• look at who has cited past relevant papers and book chapters.

Rule 3: Take Notes While Reading

If you read the papers first, and only afterwards start writing the review, you will need a very good memory to remember who wrote what, and what your impressions and associations were while reading each single paper. My advice is, while reading, to start writing down interesting pieces of information, insights about how to organize the review, and thoughts on what to write. This way, by the time you have read the literature you selected, you will already have a rough draft of the review.

Of course, this draft will still need much rewriting, restructuring, and rethinking to obtain a text with a coherent argument [11] , but you will have avoided the danger posed by staring at a blank document. Be careful when taking notes to use quotation marks if you are provisionally copying verbatim from the literature. It is advisable then to reformulate such quotes with your own words in the final draft. It is important to be careful in noting the references already at this stage, so as to avoid misattributions. Using referencing software from the very beginning of your endeavour will save you time.

Rule 4: Choose the Type of Review You Wish to Write

After having taken notes while reading the literature, you will have a rough idea of the amount of material available for the review. This is probably a good time to decide whether to go for a mini- or a full review. Some journals are now favouring the publication of rather short reviews focusing on the last few years, with a limit on the number of words and citations. A mini-review is not necessarily a minor review: it may well attract more attention from busy readers, although it will inevitably simplify some issues and leave out some relevant material due to space limitations. A full review will have the advantage of more freedom to cover in detail the complexities of a particular scientific development, but may then be left in the pile of the very important papers “to be read” by readers with little time to spare for major monographs.

There is probably a continuum between mini- and full reviews. The same point applies to the dichotomy of descriptive vs. integrative reviews. While descriptive reviews focus on the methodology, findings, and interpretation of each reviewed study, integrative reviews attempt to find common ideas and concepts from the reviewed material [12] . A similar distinction exists between narrative and systematic reviews: while narrative reviews are qualitative, systematic reviews attempt to test a hypothesis based on the published evidence, which is gathered using a predefined protocol to reduce bias [13] , [14] . When systematic reviews analyse quantitative results in a quantitative way, they become meta-analyses. The choice between different review types will have to be made on a case-by-case basis, depending not just on the nature of the material found and the preferences of the target journal(s), but also on the time available to write the review and the number of coauthors [15] .

Rule 5: Keep the Review Focused, but Make It of Broad Interest

Whether your plan is to write a mini- or a full review, it is good advice to keep it focused 16 , 17 . Including material just for the sake of it can easily lead to reviews that are trying to do too many things at once. The need to keep a review focused can be problematic for interdisciplinary reviews, where the aim is to bridge the gap between fields [18] . If you are writing a review on, for example, how epidemiological approaches are used in modelling the spread of ideas, you may be inclined to include material from both parent fields, epidemiology and the study of cultural diffusion. This may be necessary to some extent, but in this case a focused review would only deal in detail with those studies at the interface between epidemiology and the spread of ideas.

While focus is an important feature of a successful review, this requirement has to be balanced with the need to make the review relevant to a broad audience. This square may be circled by discussing the wider implications of the reviewed topic for other disciplines.

Rule 6: Be Critical and Consistent

Reviewing the literature is not stamp collecting. A good review does not just summarize the literature, but discusses it critically, identifies methodological problems, and points out research gaps [19] . After having read a review of the literature, a reader should have a rough idea of:

• the major achievements in the reviewed field,
• the main areas of debate, and
• the outstanding research questions.

It is challenging to achieve a successful review on all these fronts. A solution can be to involve a set of complementary coauthors: some people are excellent at mapping what has been achieved, some others are very good at identifying dark clouds on the horizon, and some have instead a knack at predicting where solutions are going to come from. If your journal club has exactly this sort of team, then you should definitely write a review of the literature! In addition to critical thinking, a literature review needs consistency, for example in the choice of passive vs. active voice and present vs. past tense.

Rule 7: Find a Logical Structure

Like a well-baked cake, a good review has a number of telling features: it is worth the reader's time, timely, systematic, well written, focused, and critical. It also needs a good structure. With reviews, the usual subdivision of research papers into introduction, methods, results, and discussion does not work or is rarely used. However, a general introduction of the context and, toward the end, a recapitulation of the main points covered and take-home messages make sense also in the case of reviews. For systematic reviews, there is a trend towards including information about how the literature was searched (database, keywords, time limits) [20] .

How can you organize the flow of the main body of the review so that the reader will be drawn into and guided through it? It is generally helpful to draw a conceptual scheme of the review, e.g., with mind-mapping techniques. Such diagrams can help recognize a logical way to order and link the various sections of a review [21] . This is the case not just at the writing stage, but also for readers if the diagram is included in the review as a figure. A careful selection of diagrams and figures relevant to the reviewed topic can be very helpful to structure the text too [22] .

Rule 8: Make Use of Feedback

Reviews of the literature are normally peer-reviewed in the same way as research papers, and rightly so [23] . As a rule, incorporating feedback from reviewers greatly helps improve a review draft. Having read the review with a fresh mind, reviewers may spot inaccuracies, inconsistencies, and ambiguities that had not been noticed by the writers due to rereading the typescript too many times. It is however advisable to reread the draft one more time before submission, as a last-minute correction of typos, leaps, and muddled sentences may enable the reviewers to focus on providing advice on the content rather than the form.

Feedback is vital to writing a good review, and should be sought from a variety of colleagues, so as to obtain a diversity of views on the draft. This may lead in some cases to conflicting views on the merits of the paper, and on how to improve it, but such a situation is better than the absence of feedback. A diversity of feedback perspectives on a literature review can help identify where the consensus view stands in the landscape of the current scientific understanding of an issue [24] .

Rule 9: Include Your Own Relevant Research, but Be Objective

In many cases, reviewers of the literature will have published studies relevant to the review they are writing. This could create a conflict of interest: how can reviewers report objectively on their own work [25] ? Some scientists may be overly enthusiastic about what they have published, and thus risk giving too much importance to their own findings in the review. However, bias could also occur in the other direction: some scientists may be unduly dismissive of their own achievements, so that they will tend to downplay their contribution (if any) to a field when reviewing it.

In general, a review of the literature should neither be a public relations brochure nor an exercise in competitive self-denial. If a reviewer is up to the job of producing a well-organized and methodical review, which flows well and provides a service to the readership, then it should be possible to be objective in reviewing one's own relevant findings. In reviews written by multiple authors, this may be achieved by assigning the review of the results of a coauthor to different coauthors.

Rule 10: Be Up-to-Date, but Do Not Forget Older Studies

Given the progressive acceleration in the publication of scientific papers, today's reviews of the literature need awareness not just of the overall direction and achievements of a field of inquiry, but also of the latest studies, so as not to become out-of-date before they have been published. Ideally, a literature review should not identify as a major research gap an issue that has just been addressed in a series of papers in press (the same applies, of course, to older, overlooked studies (“sleeping beauties” [26] )). This implies that literature reviewers would do well to keep an eye on electronic lists of papers in press, given that it can take months before these appear in scientific databases. Some reviews declare that they have scanned the literature up to a certain point in time, but given that peer review can be a rather lengthy process, a full search for newly appeared literature at the revision stage may be worthwhile. Assessing the contribution of papers that have just appeared is particularly challenging, because there is little perspective with which to gauge their significance and impact on further research and society.

Inevitably, new papers on the reviewed topic (including independently written literature reviews) will appear from all quarters after the review has been published, so that there may soon be the need for an updated review. But this is the nature of science [27] – [32] . I wish everybody good luck with writing a review of the literature.

Acknowledgments

Many thanks to M. Barbosa, K. Dehnen-Schmutz, T. Döring, D. Fontaneto, M. Garbelotto, O. Holdenrieder, M. Jeger, D. Lonsdale, A. MacLeod, P. Mills, M. Moslonka-Lefebvre, G. Stancanelli, P. Weisberg, and X. Xu for insights and discussions, and to P. Bourne, T. Matoni, and D. Smith for helpful comments on a previous draft.

Funding Statement

This work was funded by the French Foundation for Research on Biodiversity (FRB) through its Centre for Synthesis and Analysis of Biodiversity data (CESAB), as part of the NETSEED research project. The funders had no role in the preparation of the manuscript.

Educational resources and simple solutions for your research journey

How to Write a Thematic Literature Review: A Beginner’s Guide

Literature reviews provide a comprehensive understanding of existing knowledge in a particular field, offer insights into gaps and trends, and ultimately lay the foundation for innovative research. However, when tackling complex topics spanning multiple issues, the conventional approach of a standard literature review might not suffice. Many researchers present a literature review without giving any thought to its organization or structure, but this is where a thematic literature review comes into play. In this article, we will explore the significance of thematic reviews, delve into how and when to undertake them, and offer invaluable guidance on structuring and crafting a compelling thematic literature review.

Table of Contents

What is a thematic literature review?

A thematic literature review, also known as a thematic review, involves organizing and synthesizing the existing literature based on recurring themes or topics rather than a chronological or methodological sequence. Typically, when a student or researcher works intensively on their research there are many sub-domains or associated spheres of knowledge that one encounters. While these may not have a direct bearing on the main idea being explored, they provide a much-needed background or context to the discussion. This is where a thematic literature review is useful when dealing with complex research questions that involve multiple facets, as it allows for a more in-depth exploration of specific themes within the broader context.

When to opt for thematic literature review?

It is common practice for early career researchers and students to collate all the literature reviews they have undertaken under one single broad umbrella. However, when working on a literature review that involves multiple themes, lack of organization and structure can slow you down and create confusion. Deciding to embark on a thematic literature review is a strategic choice that should align with your research objectives. Here are some scenarios where opting for a thematic review is advantageous:

• Broad Research Questions: When your research question spans across various dimensions and cannot be adequately addressed through a traditional literature review.
• Interdisciplinary Research: In cases where your research draws from multiple disciplines, a thematic review helps in synthesizing diverse literature cohesively.
• Emerging Research Areas: When exploring emerging fields or topics with limited existing literature, a thematic review can provide valuable insights by focusing on available themes.
• Complex Issues: Thematic reviews are ideal for dissecting complex issues with multiple contributing factors or dimensions.

Advantages of a Thematic Literature Review

With better comprehension and broad insights, thematic literature reviews can help in identifying possible research gaps across themes. A thematic literature review has several advantages over a general or broad-based approach, especially for those working on multiple related themes.

• It provides a comprehensive understanding of specific themes within a broader context, allowing for a deep exploration of relevant literature.
• Thematic reviews offer a structured approach to organizing and synthesizing diverse sources, making it easier to identify trends, patterns, and gaps.
• Researchers can focus on key themes, enabling a more detailed analysis of specific aspects of the research question.
• Thematic reviews facilitate the integration of literature from various disciplines, offering a holistic view of the topic.
• Researchers can provide targeted recommendations or insights related to specific themes, aiding in the formulation of research hypotheses.

Now that we know the benefits of a thematic literature review, what is the best way to arrange reviewed literature in a thematic format?

How to write a thematic literature review

To effectively structure and write a thematic literature review, follow these key steps:

• Define Your Research Question: Clearly define the overarching research question or topic you aim to explore thematically. When writing a thematic literature review, go through different literature review sections of published research work and understand the subtle nuances associated with this approach.
• Identify Themes: Analyze the literature to identify recurring themes or topics relevant to your research question. Categorize the bibliography by dividing them into relevant clusters or units, each dealing with a specific issue. For example, you can divide a topic based on a theoretical approach, methodology, discipline or by epistemology. A theoretical review of related literature for example, may also look to break down geography or issues pertaining to a single country into its different parts or along rural and urban divides.
• Organize the Literature: Group the literature into thematic clusters based on the identified themes. Each cluster represents a different aspect of your research question. It is up to you to define the different narratives of thematic literature reviews depending on the project being undertaken; there is no one formal way of doing this. You can weigh how specific areas stack up against others in terms of existing literature or studies and how many more aspects may need to be added or further looked into.
• Review and Synthesize: Within each thematic cluster, review and synthesize the relevant literature, highlighting key findings and insights. It is recommended to identify any theme-related strengths or weaknesses using an analytical lens.
• Integrate Themes: Analyze how the themes interact with each other, draw linkages between earlier studies and see how they contribute to your own research. A thematic literature review presents readers with a comprehensive overview of the literature available on and around the research topic.
• Provide a Framework: Develop a framework or conceptual model that illustrates the relationships between the themes. Present the most relevant part of the thematic review toward the end and study it in greater detail as it reflects the literature most relevant and directly related to the main research topic.
• Conclusion: Conclude your thematic literature review by summarizing the key findings and their implications for your research question. Be sure to highlight any gaps or areas requiring further investigation in this section.
• Cite and Reference: It is important to remember that a thematic review of literature for a PhD thesis or research paper lends greater credibility to the student or researcher. So ensure that you properly cite and reference all sources according to your chosen citation style.
• Edit and Proofread: Take some time to review your work, ensure proper structure and flow and eliminate any language, grammar, or spelling errors that could deviate reader attention. This will help you deliver a well-structured and elegantly written thematic literature review.

Thematic literature review example

In essence, a thematic literature review allows researchers to dissect complex topics into smaller manageable themes, providing a more focused and structured approach to literature synthesis. This method empowers researchers to gain deeper insights, identify gaps, and generate new knowledge within the context of their research.

To illustrate the process mentioned above, let’s consider an example of a thematic literature review in the context of sustainable development. Imagine the overarching research question is: “What are the key factors influencing sustainable urban planning?” Potential themes could include environmental sustainability, social equity, economic viability, and governance. Each theme would have a dedicated section in the review, summarizing relevant literature and discussing how these factors intersect and impact sustainable urban planning. Close with a strong conclusion that highlights research gaps or areas of investigation. Finally, review and refine the thematic literature review, adding citations and references as required.

In conclusion, when tackling multifaceted research questions, a thematic literature review proves to be an indispensable tool for researchers and students alike. By adopting this approach, scholars can navigate the intricate web of existing literature, unearth meaningful patterns, and contribute to the advancement of knowledge in their respective fields. We hope the information in this article helps you create thematic reviews that illuminate your path to new discoveries and innovative insights.

R Discovery is a literature search and research reading platform that accelerates your research discovery journey by keeping you updated on the latest, most relevant scholarly content. With 250M+ research articles sourced from trusted aggregators like CrossRef, Unpaywall, PubMed, PubMed Central, Open Alex and top publishing houses like Springer Nature, JAMA, IOP, Taylor & Francis, NEJM, BMJ, Karger, SAGE, Emerald Publishing and more, R Discovery puts a world of research at your fingertips.  

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15 Literature Review Examples

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

Learn about our Editorial Process

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

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

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

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

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

Literature Review Examples

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

1. Narrative Review Examples

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

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

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

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

Example Study

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

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

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

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

Other Examples

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

2. Systematic Review Examples

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

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

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

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

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

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

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

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

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

3. Meta-analysis

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

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

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

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

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

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

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

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

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

Other Types of Reviews

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 25 Number Games for Kids (Free and Easy)
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Title Page Setup

A title page is required for all APA Style papers. There are both student and professional versions of the title page. Students should use the student version of the title page unless their instructor or institution has requested they use the professional version. APA provides a student title page guide (PDF, 199KB) to assist students in creating their title pages.

Student title page

The student title page includes the paper title, author names (the byline), author affiliation, course number and name for which the paper is being submitted, instructor name, assignment due date, and page number, as shown in this example.

Title page setup is covered in the seventh edition APA Style manuals in the Publication Manual Section 2.3 and the Concise Guide Section 1.6

Related handouts

• Student Title Page Guide (PDF, 263KB)
• Student Paper Setup Guide (PDF, 3MB)

Student papers do not include a running head unless requested by the instructor or institution.

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Systematic literature review of gender equity and social inclusion in primary education for teachers in Tanzania: assessing status and future directions

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• Published: 13 August 2024
• Volume 3 , article number  122 , ( 2024 )

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• Henry Nkya 1 &
• Isack Kibona 2  

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Gender equity and social inclusion (GESI) are crucial for creating inclusive and equitable educational environments in primary schools. This systematic literature review aimed to interpret and synthesize the findings of previous studies on GESI interventions and programs in primary schools in Tanzania, identified gaps in the knowledge, and provided recommendations for policy and practice. A systematic literature review search identified 22 relevant studies that met the inclusion criteria. The studies conducted between 2010 and 2021, and the sample sizes of participants were above 50. More than 50% of the studies were conducted in rural areas and used a quasi-experimental design. The interventions evaluation included teacher training, community engagement, and curriculum reform. The systematic literature review employed statistical methods to measure effect sizes and employed traditional univariate systematic literature review to synthesize the results. A table summarizing the literature that met the inclusion criteria was created to ensure transparency and clarity in the data coding process. The systematic literature review found a positive effect of GESI interventions on various outcomes, including improved academic performance, reduced gender-based violence, and increased social inclusion. However, variations in effect sizes and study designs across the studies were noted. Several gaps were identified, such as the lack of long-term follow-up and the need for more rigorous study designs. The implications of the findings for policy and practice in promoting GESI in primary schools in Tanzania were discussed, and recommendations for future research were provided. This systematic literature review highlighted the importance of addressing GESI in primary school education in Tanzania and underscored the critical role of teachers in promoting these values. It calls for targeted interventions, policy enhancements, and further research to bridge the gaps identified in the literature.

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1 Introduction

GESI are critical components of education that ensure equitable access to education for all individuals, regardless of their gender, socioeconomic status, ethnicity, or other backgrounds. In Tanzania, GESI has become a significant concern, particularly in primary schools, where gender and social inequalities often lead to disparities in educational outcomes.

Research has shown that girls are more likely to face barriers in education than boys, including poverty, early marriages, and cultural bias that prioritize boys’ education over girls [ 28 ]. Furthermore, children from marginalized groups, such as children with disabilities, children from ethnic minority groups, and children from low-income families, often experience unequal access to quality education [ 38 ].

Addressing GESI issues in primary schools is crucial for ensuring that all children have access to quality education, which is essential for their personal development and future success. GESI initiatives can promote equity and inclusion in schools and create an environment where all children feel valued and supported [ 13 ].

Addressing gender stereotypes in teacher education programs can play a vital role in promoting GESI in primary schools [ 32 ]. Similarly, Okkolin et al. [ 27 ] suggest that interventions that address GESI can improve educational outcomes for girls and marginalized groups.

Overall, promoting GESI in primary schools is essential for creating a more equitable and inclusive education system that benefits all children [ 2 ]. It requires a concerted effort from policymakers, educators, parents, and communities to work together to create a learning environment that is supportive, respectful, and inclusive for all children.

1.1 Theoretical framework

This study is guided by the Social Justice Theory, which emphasizes the need for equitable treatment, opportunities, and outcomes for all individuals, particularly those from marginalized and disadvantaged backgrounds [ 10 ]. This framework is crucial in understanding the components of GESI and their impact on educational outcomes. The Social Justice Theory aligns with the goals of GESI by promoting fairness and the elimination of disparities in education [ 1 ].

1.1.1 Components of GESI

The key components of GESI in this study include [ 24 ]:

Gender equity: ensuring that girls and boys have equal access to education and opportunities.

Social inclusion: creating an inclusive environment where all students, regardless of their backgrounds, can participate and succeed.

Teacher training: educating teachers on gender-sensitive and inclusive teaching practices.

Community engagement: involving communities in promoting GESI.

Curricula reform: developing and implementing curricula that address GESI issues.

1.2 Justification for focusing on Tanzania

Tanzania provides a unique context for examining GESI due to its diverse population and the significant challenges it faces in achieving GESI in education [ 18 ]. Despite efforts to promote GESI, disparities persist, making it an important area of study to identify effective interventions and inform policy and practice.

1.3 Rationale for conducting a systematic literature review

A Systematic literature review is an essential tool for synthesizing research findings from different studies and summarizing the overall effect size of an intervention or variable of interest [ 34 ]. Conducting a systematic literature review on GESI in primary school education is critical for providing an overview of the existing research and identifying gaps that need to be addressed in future research. It also helps establish the overall effect of interventions aimed at promoting GESI in primary schools in Tanzania [ 9 ]. The results of the Systematic literature review can inform policies and practices aimed at promoting GESI in primary school education, thereby improving learning outcomes for all children, regardless of their gender, social, and economic backgrounds.

By addressing the GESI issues and synthesizing the existing literature, this systematic literature review aims to contribute to a more equitable and inclusive educational environment in Tanzania [ 22 ].

1.4 Research objectives

To identify the state of GESI in primary schools. This objective aims to provide a comprehensive understanding of how GESI issues manifest in primary schools, considering various social and educational contexts.

To number factors that contribute to gender GESI in primary schools. This shall allow informed decisions on the effort to contain the issues of GESI.

To synthesize the findings of previous studies on GESI in primary schools. This objective focuses on aggregating and interpreting the results of existing research to offer a clear and cohesive picture of what is known about GESI interventions and their effectiveness.

To identify gaps in the knowledge of GESI in primary schools. By evaluating the existing literature, this objective seeks to highlight areas where further research is needed, identifying shortcomings in study designs, populations, or intervention strategies.

To provide recommendations for improving GESI in primary schools. Based on the synthesis of previous studies and identified gaps, this objective aims to propose actionable strategies and policies to enhance GESI in primary education.

2 Methodology

Having set the study objectives, the search-strategy for the study involved conducting a comprehensive literature review of studies on GESI in primary schools. The search was conducted using electronic databases such as Google Scholar, JSTOR, and EBSCOhost. The search terms used were “gender equity,” “social inclusion,” “primary schools,” “Tanzania,” and “teachers.” Additionally, hand searching was conducted by reviewing the reference lists of identified studies to identify any relevant studies that may have been missed during the initial search.

Inclusion criteria:

The study must be conducted in primary schools.

The study must focus on gender equity and/or social inclusion in education.

The study must involve teachers as the primary participants or focus on the teacher’s role in promoting GESI.

The study must be published in English between 2010 and 2022.

Exclusion criteria:

Studies conducted outside Tanzania.

Studies not related to gender equity and/or social inclusion in education.

Studies not involving teachers or not focusing on the teacher’s role in promoting GESI.

Studies published before 2010 or after 2022.

The search process was conducted by two independent reviewers to ensure the accuracy and completeness of the search results. The reviewers screened the titles and abstracts of the identified studies for relevance and then reviewed the full text of potentially relevant studies. Any discrepancies between the reviewers were resolved through discussion and consensus. Reviewers made necessary steps to ensure a justified systematic review. Overall, the Authors reviewed 22 papers considered to have met the set criteria.

2.1 Choice of the effect size measure and analytical methods

The effect size measure used in this study was generated by statistical tools, making it suitable for systematics review that synthesize findings across multiple studies. For similar research questions, the study employed traditional univariate meta-analysis. This method was chosen because it is suitable for synthesizing the results of multiple studies that investigate similar research questions. Traditional univariate meta-analysis allows for the calculation of an overall effect size, providing a comprehensive summary of the impact of GESI interventions across different studies.

2.2 Choice of software

We used R software, specifically the ‘metafor’ package, for our analysis. This software was selected due to its robustness and versatility in conducting analytical procedures. The ‘metafor’ package supports a wide range of meta-analytic models and methods, making it a comprehensive tool for this type of analysis.

2.3 Coding of effect sizes

Table 1 summarizes the literature included that meets the inclusion criteria. This table includes information such as study design, sample size, effect sizes, and any other relevant variables. This step ensures transparency and clarity in the data coding process.

3 Results and analysis

The layout of the manuscript has been organized accordingly, so that headings and subheadings clearly demarcates each step of the systematic literature review process.

3.1 Status of GESI in primary schools in Tanzania

3.1.1 persistent gender disparities.

One of the major findings in this study was that gender disparities in primary education persist in Tanzania. This was evident in the lower enrollment and completion rates for girls in primary schools compared to boys [ 36 ]. Girls are less likely to attend school than boys, with enrollment rates lower for girls at both the primary and secondary levels. Additionally, girls are more likely to drop out of school due to various reasons, including early marriage, household responsibilities, and financial constraints [ 5 ]. These disparities highlight the ongoing challenges faced by girls in accessing and completing primary education.

3.1.2 Cultural and societal beliefs

Several studies have identified cultural and societal beliefs as a major factor contributing to gender disparities in primary education. In many Tanzanian communities, girls are expected to prioritize domestic responsibilities over their education, which can lead to low enrollment rates and high drop-out rates [ 39 ]. Furthermore, gender-based violence and sexual harassment are prevalent in schools, with girls facing discrimination and harassment from both male students and teachers [ 4 ]. These issues underscore the need for targeted interventions to create a safer and more supportive educational environment for girls.

Furthermore, Losioki and Mdee [ 12 ] found that gender stereotypes perpetuated in teacher education programs in Tanzania, which can affect the ability of teachers to create a gender-equitable and socially inclusive classroom environment. Teachers may unconsciously reinforce gender stereotypes in the classroom, leading to further marginalization of girls and other vulnerable groups.

3.1.3 Underrepresented minorities

In addition, limited access to education for children with disabilities or those from low-income families and marginalized communities can perpetuate social inequalities in primary schools [ 30 ]. These students often face significant barriers, including inadequate school facilities, lack of appropriate learning materials, and insufficient support services, which hinder their educational progress.

3.2 Strategies addressing the challenge

Despite these challenges, there have been government efforts to improve GESI in primary schools. The government of Tanzania has committed to providing equal access to education for all children, regardless of gender, ethnicity, or socio-economic status. The government has implemented policies such as free primary education and affirmative action programs to promote equal access to education for all children, regardless of gender or social status [ 15 , 26 ]. These initiatives aim to reduce financial barriers to education and encourage the enrollment and retention of girls and children from marginalized groups. This includes initiatives such as the Tanzania Education Sector Development Plan (ESDP) and the Primary Education Development Program (PEDP) [ 6 , 16 ]. These programs aim to address systemic barriers in education and promote inclusive practices in schools. The government also is open to collaborate with external forces like international interventions, community development agencies and NGO to work toward enhancing GESI. Some Strategies Addressing GESI Challenges. For instance, projects that focus on community engagement and parental involvement have shown positive impacts in changing attitudes towards girls’ education and promoting inclusive practices [ 17 ].

3.2.1 International and community-based programs

In recent years, there have been an increase in programs and initiatives aimed at promoting GESI in primary education. For example, the “Let Girls Learn” program, launched by the US government in partnership with the Tanzanian government, aimed to increase access to education for girls and reduce gender disparities in education [ 7 ]. Similarly, the Tanzania Gender Networking Programme (TGNP) has been working to promote GESI in education through community mobilization, advocacy, and capacity building [ 14 ].

3.2.2 Interventions with recorded impact

Previous studies identified several approaches that have been successful in improving GESI in primary schools. Among others, at least two are discussed. One such approach is the use of gender-responsive pedagogy, which involves incorporating gender-sensitive teaching practices and materials into the classroom [ 17 ]. This method helps create a more inclusive learning environment that acknowledges and addresses the different needs of boys and girls. Another effective intervention is the provision of sanitary pads and menstrual hygiene education to girls, which has been shown to improve school attendance and reduce drop-out rates [ 35 ]. By addressing menstrual hygiene needs, schools can help ensure that girls do not miss out on education due to a lack of resources or stigma associated with menstruation.

3.2.3 Intervention recommendations

GESI are essential components of a quality education system, and there is a need to address the persistent gender disparities in primary education. While cultural and societal beliefs continue to be major barriers, efforts to improve GESI through government policies and initiatives, as well as community-based programs, showed promise. The use of gender-responsive pedagogy and the provision of menstrual hygiene education and supplies were promising approaches that showed positive results [ 21 ]. However, more research and investment are needed to ensure that all children have access to primary education. Continued collaboration between the government, NGOs, and communities is essential to sustain and expand these efforts, ensuring that all students can benefit from a supportive and equitable educational environment [ 29 ].

Overall, there is still much work to be done to ensure GESI in primary schools [ 33 ]. It will require continued efforts and collaboration from the government, educators, and communities to address cultural and traditional beliefs, promote teacher education that challenges gender stereotypes, and provide equal access to education for all children. Policymakers must prioritize the allocation of resources to support GESI initiatives and ensure that schools are equipped to meet the diverse needs of all students [ 3 ].

By addressing these systemic issues, Tanzania can make significant strides towards achieving an inclusive and equitable education system that benefits all children, irrespective of their gender or socioeconomic background. Continued research and monitoring are essential to evaluate the effectiveness of existing interventions and identify new strategies to overcome persistent challenges in promoting GESI in primary education [ 31 ].

3.2.4 Gaps in the knowledge about GESI in primary schools

While the literature have provided valuable insights into the state of GESI in primary schools in Tanzania, several gaps in the knowledge still need to be addressed.

One major gap is the lack of research on the experiences of marginalized groups, including children with disabilities and those from low-income households. Studies have shown that these groups face significant barriers to accessing education and are often excluded from educational opportunities. For example, a study by Mwaijande [ 20 ] found that children with disabilities faced challenges such as lack of access to assistive devices and negative attitudes from teachers and other students. Similarly, research by Pak et al. [ 30 ] and Thomas and Rugambwa [ 36 ] revealed that children from poor families often struggle to pay school fees and may not have access to basic learning materials.

Another gap in the Tanzanian knowledge is the lack of research on the experiences of female teachers in primary schools. While studies have examined gender stereotypes and biases among teacher education programs, Thomas and Rugambwa [ 36 ] stressed that there is limited research on the experiences of female teachers in the classroom. Research on female teachers could shed light on the ways in which gender intersects with other forms of marginalization, such as age and socioeconomic status.

Furthermore, there is a need for more research on effective interventions and strategies for promoting GESI in primary schools. While some studies have evaluated the impact of interventions such as teacher training programs [ 19 , 25 ] , more rigorous evaluations of these interventions are needed to determine their effectiveness and sustainability.

Additionally, there is a lack of longitudinal studies that follow the long-term impact of GESI interventions. Many studies focus on short-term outcomes, but understanding the lasting effects of interventions is crucial for developing sustainable policies and practices.

In summary, while previous research has provided valuable insights into GESI in primary schools, several gaps in the knowledge need to be addressed. Future research should focus on the experiences of marginalized groups, including children with disabilities and those from low-income households, as well as female teachers. Additionally, the study showed more need for more rigorous evaluations of interventions and strategies aimed at promoting GESI in primary schools. Longitudinal studies that assess the long-term impact of these interventions would also be beneficial.

3.3 Patterns observed across the studies

As observed in the study, there were some patterns and trends identified across the studies. Firstly, there was a consistent finding that gender disparities persist in primary schools, particularly in terms of access to education and academic achievement. Despite efforts to promote GESI, girls and marginalized groups continue to face significant barriers that hinder their educational progress.

Secondly, there was a growing recognition of the importance of addressing GESI in primary education, as evidenced by the increasing number of interventions and programs aimed at promoting these values. This trend indicates a positive shift towards acknowledging and addressing GESI issues within the education system.

Thirdly, the systematic literature review revealed that the role of teachers is critical in promoting GESI in primary schools. Teacher training and support are essential for equipping educators with the skills and knowledge needed to foster an inclusive and equitable learning environment. Studies consistently highlighted the need for gender-sensitive pedagogy and teacher professional development programs.

Finally, there were some gaps in the current knowledge base, particularly with regard to the long-term impact of interventions and the effectiveness of different approaches to promoting GESI in primary education. While some interventions showed promising results, more research was needed to determine their sustainability and broader applicability.

By addressing these gaps and building on the patterns observed across studies, future research could contribute to a more comprehensive understanding of GESI in primary schools and inform the development of policies and practices to promote equity and inclusion for all students.

To sum up, analysis revealed that GESI interventions have a positive effect on various outcomes such as academic performance, reduced gender-based violence, and increased social inclusion. However, variations in effect sizes and study designs were observed across the studies. The studies included in the systematic literature review used various designs, such as randomized controlled trials (RCTs) and quasi-experimental designs, which contributed to the diversity in effect sizes.

4 Discussion

GESI is a critical components of a better-quality education system over otherwise. In Tanzania, primary education is the foundation for future academic and professional success [ 23 ], making it essential to ensure that all students, regardless of gender or social status, have access to an inclusive and equitable education. Previous studies explored the state of GESI in primary schools and identified areas for improvement.

The findings of the study highlighted the state of GESI in primary schools. The analysis of some 10 included studies revealed that significant disparities in access to education and academic performance among genders persist, with girls being more disadvantaged. Additionally, children from marginalized backgrounds, such as those from low-income families or those with disabilities, face substantial barriers to education.

To sum up, the study suggests a holistic approach involving teachers, schools, communities, and policymakers. Thus, multifaceted approach is necessary to create a more inclusive and equitable education system. Therefore, Recommendations include:

Providing comprehensive teacher training on gender-sensitive teaching methods.

Implementing community-based initiatives to address social and cultural barriers.

Developing policies and programs prioritizing marginalized students’ needs.

4.1 Implications of the study

Overall, the systematic literature review provided important insights into the state of GESI in primary schools. While progress has been made, significant challenges remain. Continued efforts and investments are necessary to promote a more equitable and inclusive education system. Future research should address the identified gaps and build on the promising interventions highlighted in this study. Based on the evidence synthesized, it is clear that targeted interventions are necessary to address the barriers that girls and other marginalized groups face in accessing and completing primary education. The study has the following recommendations on policy and practice and the areas for future research.

4.1.1 Addressing school issues related to GESI

Teacher training: policies should mandate comprehensive training for teachers on gender-sensitive teaching practices. Educators need to be equipped with the skills and knowledge to foster an inclusive classroom environment that supports both boys and girls. This includes understanding how to address and counteract gender stereotypes and biases.

Providing resources: schools should be equipped with resources to support girls’ education. This includes the provision of sanitary pads, access to clean and safe gender-segregated toilets, and gender-sensitive teaching materials. These resources are essential in reducing barriers to attendance and participation for girls.

Reviewing curricula: the school curriculum should be reviewed and revised to promote GESI. Curricula should reflect the diversity of Tanzanian society and challenge existing gender stereotypes. Including content that promotes GESI will help inculcate these values in students from a young age.

4.1.2 Addressing structural and socio-economic barriers

Financial support: there should be policies to provide financial support to families who cannot afford school fees. This can include scholarships, free school meals, and other financial incentives that alleviate the economic burden on families and keep girls in school.

Cultural norms and attitudes: interventions must focus on changing cultural norms and attitudes that limit girls’ access to education. Community engagement and awareness campaigns are crucial in shifting perceptions and promoting the value of girls’ education. Programs should aim to involve parents and community leaders in promoting gender equity.

Reducing gender-based violence: schools should implement strict policies against gender-based violence and harassment. Providing a safe and supportive environment is crucial for retaining girls in school. Support services for victims of violence and harassment should be readily available.

4.1.3 Promoting girls’ participation and leadership

Extracurricular activities: schools should create opportunities for girls to engage in extracurricular activities. Programs such as sports, arts, and clubs can enhance girls’ skills and confidence, providing a platform for them to express themselves and develop leadership qualities.

Leadership training: providing leadership training for girls to support their involvement in decision-making processes within schools and communities is essential. This training can empower girls to take active roles in their schools and communities, fostering a sense of agency and leadership.

4.1.4 Comprehensive and integrated approach

Involving multiple stakeholders: a comprehensive approach to promoting GESI should involve multiple stakeholders, including the government, civil society, and communities. Collaboration among these groups is essential for creating a supportive environment for GESI.

Evidence-based interventions: policies and practices should be guided by evidence-based interventions tailored to the specific needs and contexts of different regions and populations. Utilizing data and research to inform practices ensures that efforts are effective and impactful.

Monitoring and evaluation: continuous monitoring and evaluation of interventions are necessary to assess their effectiveness and make necessary adjustments. This helps in ensuring the sustainability and scalability of successful initiatives.

The study highlights the importance of a comprehensive and integrated approach to promoting GESI in primary schools. It underscores the need for targeted interventions, policy enhancements, and continued efforts to address the persistent barriers that girls and marginalized groups face. By implementing these recommendations, Tanzania can make significant strides towards achieving a more inclusive and equitable education system for all children.

4.2 Areas for future research

Future research and policy efforts should focus on sustaining and scaling successful interventions, ensuring that all children, regardless of gender or socio-economic background, have access to quality education. Future research should address these gaps:

Experiences of marginalized groups: more high-quality research is needed on the experiences of marginalized groups, including children with disabilities and those from low-income households.

Female teachers: investigate the experiences of female teachers in primary schools to understand how gender intersects with other forms of marginalization, such as age and socioeconomic status.

Effectiveness of interventions: conduct more rigorous evaluations of specific interventions and strategies for promoting GESI, including long-term impact studies.

Intersectionality: explore the intersectionality of factors such as gender, socioeconomic status, and ethnicity to provide a more comprehensive

5 Conclusion

GESI is crucial for improving access to education, ensuring equal opportunities, and promoting positive social outcomes. Teachers play a critical role in promoting these values and must receive appropriate training and support to create inclusive learning environments. Policymakers and education leaders must prioritize efforts to address GESI in primary schools, including investing in research to understand the factors contributing to gender and social equality and identifying effective strategies for promoting GESI.

The systematic literature review examined the state of GESI in primary schools and revealed significant challenges, particularly in terms of teacher training and the implementation of policies and programs. The review highlighted persistent gender disparities and the barriers faced by marginalized groups, such as children with disabilities and those from low-income families.

The findings suggest that targeted interventions are needed to address these barriers, recommended interventions include:

Increasing access to education: efforts to increase access to education for marginalized groups, such as scholarships and school feeding programs.

Policy development: implementing policies that address gender-based violence and discrimination.

Community engagement: involving multiple stakeholders, including government, civil society, and communities, in promoting GESI.

Develop and implement teacher training programs: focus on GESI principles, awareness of gender biases, strategies for promoting inclusivity, and the use of gender-sensitive teaching materials.

Develop and implement gender-sensitive curricula: address gender biases and stereotypes across all subject areas.

Strengthen policies and regulations: enforce policies that promote GESI in school governance, teacher recruitment, and student enrollment.

Increase participation of girls: provide incentives for girls to attend school, such as scholarships and school feeding programs, and improve school infrastructure.

The study provides crucial insights into the state of GESI in primary schools and underscores the need for coordinated and sustained efforts to address these challenges. By implementing the recommended strategies and involving all stakeholders, Tanzania can ensure that all children have access to quality primary education that promotes GESI.

Data availability

No datasets were generated or analysed during the current study.

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Nkya, H., Kibona, I. Systematic literature review of gender equity and social inclusion in primary education for teachers in Tanzania: assessing status and future directions. Discov Educ 3 , 122 (2024). https://doi.org/10.1007/s44217-024-00221-8

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Positive psychology and employee adaptive performance: systematic literature review.

• Department of Management and Marketing, Faculty of Business and Economics, University of Malaya, Kuala Lumpur, Malaysia

Adaptive performance will increasingly be confronted with new insights as society today changes constantly. This raises questions as to what factors will impact employee’s adaptive performance and what is their inner psychological mechanism. The terms of positive psychology and adaptive performance are important concepts in the domain of organizational behavior and human resource development areas. The literature, however, lacks a systematic review of it. Our research seeks to explore the inherence of employee adaptive performance via the prism of positive psychology, including Psychological Capital and PERMA (Positive Emotions, Engagement, Relationships, Meaning and Accomplishment). We selected 27 papers out of 382, which were generated from Web of Science and Scopus databases associated the keywords of the two concepts, and used the 2020 PRISMA flow program for the paper screening. By analyzing the underpin theories, the causation, and the measurement, we discovered that there is a complex and nuanced relationship between positive psychology and adaptive performance, and most of the research to date suggests that positive psychology components improve employee adaptive performance. This study maps the current knowledge at the nexus of positive psychology and adaptive performance to identify existing gaps and potential for further investigation.

1 Introduction

The current state of the global and technical environment has become more complex, confusing, and dynamic. Working in an era of complex demand that professionals need to be prepared to use their extensive experience bases, develop new knowledge ( Mylopoulos et al., 2018 ) and quickly acquire new skills when required. In most areas, people will have to keep coming up with new ideas and changing the way things are seen, and people who can handle these changes are known as “adaptive experts” in the literature ( van Tartwijk et al., 2023 ). For example, in the food and beverage industry, it is imperative for enterprises and their employees to swiftly respond to the dynamic nature of customer demands and preferences in order to optimize customer satisfaction and gain a competitive edge ( Reig-Botella et al., 2024 ). Additionally, since the COVID-19 pandemic crisis has made the workplace more uncertain and unpredictable, it is essential that we examine at potential approaches to enhance employee’s motivation and adaptive performance ( Junça-Silva and Menino, 2022 ).

Adaptive performance-“employees’ ability to adapt to fast-changing work conditions” ( Ilgen and Pulakos, 1999 ), therefore has gain a better comprehension of the capabilities and performance of employees in the face of ever-evolving circumstances ( Jundt et al., 2015 ; Park and Park, 2019 ). This line of research is anticipated to offer guidance to employers on how to foster employee expertise and capacity development that is most appropriate for the new work environments ( Jundt et al., 2015 ).

There are many factors that influence adaptive performance. In their review article, Park and Park (2019) break down these factors into four categories: individual, job, group and organization. However, as talent becomes increasingly crucial in today’s business environment, the importance of individual is getting more significant, as innovation, productivity and customer satisfaction are all dependent on talent ( Sondhi and Nirmal, 2013 ). In numerous disciplines, the effect of experts’ motivation is becoming more widely acknowledged ( Wang and Wang, 2021 ), which is crucial and cost-effective. Employee’s motivation is significantly determined by their psychology states ( Chintalapti, 2021 ), therefore, to improve the positive psychology of the employees is essential in nowadays workplace.

Nearly a decade ago, in a paper titled “The Future of Positive Psychology,” Seligman and Csikszentmihalyi (2000) called for “positive psychology” should include a study of human well-being, happiness, excellence and optimal human functioning. There’s no denying the importance of positive psychology in improving organizational performance and it’s become increasingly popular in recent years ( Seligman et al., 2005 ). Positive psychology emphasizes human qualities, such as positive attributes and individual strengths, which has been widely accepted as having a beneficial effect in fostering an organizational culture that appreciates the potential of individuals ( Peterson and Spiker, 2005 ). In recent years, positive psychology has seen a surge in popularity and has been utilized at a variety of levels, however, its application to the workplace and its impact to talent’s work performance has not been as widely explored. It would be highly intriguing to investigate the potential and the numerous advantages that positive psychology can bring to adaptive performance. Additionally, there is a lack of consensus regarding the methodology used, the theoretical frameworks adopted, and the location and identity of the investigation’s topics ( Vada and Prentice, 2022 ). Therefore, this research is trying to conduct a systematic literature review (SLR) of research on adaptive performance from the prism of positive psychology and to provide the literature gaps for future studies.

We extract and analyze their findings across relevant results from existing papers, this is a straightforward and well-organized process to search for and locate several peer-reviewed publications on connected research issues in the same field of study ( Kraus et al., 2022 ). An overview is employed to lay out the evidence that is currently available and pinpoint literature gaps ( Lunny et al., 2018 ). The research on employee adaptive performance in the area of positive psychology is summarized in our overview of reviews.

The research questions are:

RQ1. What are the theories underlying positive psychology’s application to adaptive performance?

RQ2. What is the causality between positive psychology and adaptive performance?

RQ3. What positive psychology factors and adaptive performance measurements are used in this type of research?

In order to evaluate employee adaptive performance research within the context of positive psychology, we structure our study in a systematic manner. RQ1 is essential for comprehending the underlying presumptions utilized to create the adaptive performance conceptualization as it sheds light on the theoretical underpinnings of positive psychology and the methods employed by researchers to establish these linkages. RQ2 is important because determining the cause-effect relationship is an essential part of method development for employee adaptive performance research. RQ3 is a critical factor in determining the optimal selection of positive psychology constructs for adaptive performance. This research utilizes a systematic literature review methodology to address these questions. The remaining portions of this study are organized as follows: The research methods used in the literature review are described in Section 2, the bibliographic commentary of the prior literature is presented in Section 3, the content of the literature is analyzed in Section 4, the study is concluded with a summary of the findings in Section 5, and the limitations, identified gaps in the literature, and areas for future research are listed in Section 6.

2 Research method

2.1 inclusion and exclusion criteria of the study.

By employing a systematic literature review, this research builds on the work of Tranfield et al. (2003) and Xiao and Watson (2019) . “Adaptive performance” here refers the capacity to adapt and modify one’s behavior as a result of changes in circumstances or information. It is characterized by adaptability, the ability to learn from experiences, and the capacity to adjust to new situations ( Zheng et al., 2020 ; Liu et al., 2021 ). We consider “positive psychology” to encompass all facets of one’s inner resources, such as virtues, psychic powers, self-discipline, resilience, self-efficacy, optimism, hope and self-confidence ( Chintalapti, 2021 ). Numerous contexts, such as psycho-oncology, education, and the workplace, can benefit from the use of positive psychology ( Galanakis and Tsitouri, 2022 ). Observing the research objectives, the inclusion criteria of this study should be papers that investigate the relation between positive psychology and “adaptive performance” in workplace, including keywords of “psychological capital” (Optimism”, “Resilience”, “Hope”, “Self-efficacy”) and “PERMA” (“positive emotion”, “engagement”, “relationship”, “meaning”, “accomplishment”) and their dimensions. While duplication, papers not written in English, conference reviews, papers with unrelated substance, and so forth are examples of exclusion criteria.

2.2 Search strategy

This research uses the Web of Science and Scopus databases to compile articles on positive psychology and adaptive performance. These two databases are the most reputable platforms for this study since they allow researchers to map excellent research papers from many fields. In addition to the user-friendly nature of the databases, it is possible to access a comprehensive set of research article profiles through the use of discipline-specific keywords and search terms ( Tranfield et al., 2003 ). The first keywords enter (“positive psychology” OR “PERMA” OR “positive emotion” OR “engagement” OR “relationship” OR “meaning” OR “accomplishment” OR “psychological capital” OR “PsyCap” OR “Optimism” OR “Resilience” OR “Hope” OR “Self-efficacy”) AND (“work adaptive performance” OR “employee adaptive performance” OR “adaptive performance”) includes in titles and abstracts all the terms linked to positive psychology and adaptive performance. The papers are collected on 6 July 2024. To find the most relevant publications, we do not employ additional search parameters such as the publication date. Furthermore, according to the 2020 version of PRISMA framework ( Haddaway et al., 2022 ), we use the same keywords to search pertinent publications in our prior research and records.

2.3 Study selection process

With the strain set, we obtain 185 papers from Web of Science, 197 papers from Scopus, and a selection process starts with a total of 382 publications. 131 papers are found duplicated in step 1 and after removing, there are 251 left. Step 2 reports are screened via title and abstract. The publications that most closely match the research goals and have a high probability of contributing to the RQs are found in this stage. The terms “adaptive performance” and “positive psychology,” as well as their synonyms, bring up 47 papers after our initial search. Upon the closer examination, total 204 documents have been determined that in question are related to no abstract can be retrieved, conference papers and conference reviews, topics on physics and engineering, medical research, migrants’ adaptation, leadership, training or even sports; none of which apply to this study as they are not towards the individual adaptive performance in the workplace. Table 1 is the summary of these 204 publications that are categorized as inappropriate:

Table 1 . Category of inappropriate papers.

After the abstract filtering, we select 47 most relevant articles to this study. The results of the search were then filtered based on the criteria of inclusion and exclusion. We restrict our search to complete English-language articles written in the workplace. This implies excluding studies which without full texts, do not write in English, not in workplace, and are not published in good journal, means that the journal which cannot be found by the SCImago Journal and Country Rank. The relationships between positive psychology and adaptive performance, including their dimensions, are explained in the paper’s content and papers answering the research questions are considered to meet the inclusion criterion. Following this last filter, we obtain the 27 articles that are most pertinent, which are published between 1989 and 2024 ( Table 2 ).

Table 2 . Inclusion and Exclusion process for the full-text paper selection.

According to the requirement of 2020 version of PRISMA, records identified from database is 382, prior studies and records have been screened and checked as well, 43 papers are considered related after keywords searching, but none of them apply to this research after full content examination. 6 papers from citation appear to relate to the topic but 0 of them has been selected due to duplication or not as relevant as expected. Table 2 demonstrates the detail of the whole inclusion and exclusion process, and Figure 1 indicates the decision-making process of paper selection in PRISMA.

Figure 1 . Publication PRISMA flow diagram ( Haddaway et al., 2022 ).

3 Bibliographic analysis

3.1 the positive psychology and adaptive performance publication trends.

We discover that the earlier research done on positive psychology and adaptive performance conducted in the China (11.11%, n  = 3), India (11.11%, n  = 3), Malaysia (7.41%, n  = 2), United States (7.41%, n  = 2), Turkey (7.41%, n  = 2), Korea (7.41%, n  = 2), the rest (48.15%, n  = 13) are from Finland, France, Dubai, Indonesia, The Netherlands, Pakistan, Saudi Arabia, United Kingdom, Spain and South Africa, etc. It reveals that this topic has attracted attention around the world although the publication number is still few. With the majority of studies appearing between 2020 and 2022, the focus on positive psychology and adaptive performance has been continuously increasing since 1989 ( Figure 2 ).

Figure 2 . Distribution of papers based on publication year.

Our article results are based on the previously mentioned 6 July 2024, Web of Science and Scopus search date. Consequently, we evaluate the frequency of the publications provided in this work with caution. Based on the most recent ranking supplied by SJR (SCImago Journal and Country Rank) Best Quartile Year 2023, we summarize the journals in Table 3 . According to the SJR Best Quartile report, majority of the articles we review (51.85%, n  = 14) are published in journals with a WOS-Q2 index, while the remaining papers are published in journals with a WOS-Q1 index (25.93% n  = 7), Scopus-Q4 index (11.11%, n  = 3) and 1 paper each with WOS-Q3, WOS-Q4 and Scopus Q3.

The 27 peer-reviewed studies ( Table 4 ) are published in 22 different journals. The majority of the articles have been published in the top management journals, including Human Performance, Journal of Hospitality and Tourism Management and Journal of Managerial Psychology. As we anticipate, research with a global setting is common. It indicates that change is becoming more widespread around the world and to motivate employees to adapt to the challenge is getting more and more essential ( Yang et al., 2022 ; Akyürek et al., 2023 ). It often involves the use of engagement, self-efficacy, meaning and other factors to achieve the objective and leading to the adaptive performance result of the professionals, bring cost-efficacy to the organizations ( Kossek and Perrigino, 2016 ), and eventfully boosting the development of the companies ( Reig-Botella et al., 2024 ).

Table 3 . Percentage of journal sources.

Table 4 . Existing articles and their ranking.

3.2 Research design distribution

The primary objective of the majority of these papers is to investigate and evaluate adaptive performance via positive psychology. Consequently, it is to be expected that quantitative research techniques will predominate in the literature. 92.59% of the 27 studies examine adaptive performance by employing the quantitative approach ( n  = 25), which include a variety of technical techniques like explanatory and models that are predictive. The related research is largely based on the use of archive methods, with a few experiments. Another paper (3.70%) use qualitative methods, the remaining 1 paper (3.70%) uses mixed method for analysis. These papers focus on the mechanism of positive factors and how they affect employee behavior and their adaptive performance.

3.3 Distribution based on dimensions

Both psychological capital and PERMA are positive psychological resources, and they are conceptualized as being multidimensional and including various psychological aspects ( Martínez et al., 2019 ). In this study, “hope, resilience, self-efficacy and optimism” are the four dimensions of psychological capital, and “Positive emotions, engagement, relationships, meaning and accomplishment” are the dimensions of PERMA. We identify the positive psychology with 7 factors are being discussed 30 times in the previous research (see Figure 3 ) in the selected articles, some papers use more than 1 elements to conduct the research. The most common used elements are engagement ( n  = 11), self-efficacy ( n  = 8), meaning ( n  = 4) and resilience ( n  = 3) and psychological capital ( n  = 2). There are another 2 papers each on optimism and positive emotion. Hospitality industry, digital technology-based industry, aerospace, bank and travel agencies, healthcare, railway, IT and military organization are the industries that have been separately addressed in different papers. We take this approach to comprehend adaptive performance in various working contexts more thoroughly, which the majority of the previous studies have approved that positive psychology has the significant effect on employee’s behavior and adaptive performance. This study finds that individuals who possess high engagement, self-efficacy or other facets related to positive psychology can have better adaptive performance and work outcome in their career. Adaptive performance has multiple dimensions, according to Pulakos et al. (2002) , it has been specified into 8 dimensions, 26 articles out of the selected 27 records in this review adapt the quantitative methodology (including 1 mixed method analysis), 73.08% ( n  = 19) analyze it with uni- dimensional, while the rest 26.92% ( n  = 7) treat it as multi-dimensions.

Figure 3 . Positive psychology factors discussed in the papers.

4 Content analysis

4.1 underpin theories.

There are 18 theories or models from the 27 peer-reviewed studies that are either cited or used ( Table 5 ). Not all theories arise from the field of positive psychology, for example, the most frequently used theory is conservation of resources theory, driving mechanisms responsible for a variety of stress-related responses and coping strategies ( Liao et al., 2022 ). The other theories that are frequently employed in positive psychology are the self-determination theory, social exchange theory, job demands-resources theory and self-efficacy theory.

Table 5 . Theories using in the peer-reviewed articles.

Conservation of resources theory (COR) takes up 18% of the theories using in the peer-reviewed articles, it elucidates the human psychological motivations to protect, acquire, and utilize resources through the continual alteration of a resource’s internal mechanism, which opens up new possibilities for resource depletion and provides a novel perspective to address and recognize stress-related and psychological issues ( Tang et al., 2022 ). The COR theory promotes the development of psychological capital to serve as a conduit or enrichment of the development of other important resources ( Al-zyoud and Mert, 2019 ). According to COR, Luo et al. (2021) explore the formation mechanism of adaptive performance, and the study demonstrates that the psychological capital has a positive effect on employees’ adaptive performance. Another study conducted by Van den Heuvel et al. (2020) , it predicts that work engagement trajectories during change are crucial for successful adaptation building on conservation of resources theory.

Three selected papers in this review use the self-determination theory, account for 9% of the total. According to this theory, various goal-directed behavioral norms that are reflective of psychological states influence motivation, and motivation may be intrinsic or extrinsic ( Diener, 2009 ). Extrinsic motivation seems to be less helpful than intrinsic motivation when it comes to an individual’s optimal functioning like happiness and performance. Hamid explains that when an individual’s intrinsic drive and well-being are encouraged, their inherent needs like competence, autonomy, and relatedness can be addressed based on self-determination theory, and they help people to dig out the meaning of job and have positive effect on their work and adaptive performance ( Abdul Hamid, 2022 ). Additionally, the self-determination theory suggests that although behavioral restrictions are distinct, they are arranged along a single continuum of self-determination ( Junça-Silva and Menino, 2022 ).

The broaden and build theory of positive emotions ( Vakola et al., 2021 ) is the another important theory used theories in positive psychology analysis as well. It states that certain positive emotions can expand a person’s ability to think and act in the present moment ( Bhambri, 2022 ). This broadened perspective leads to the building of personal resources like resilience, optimism, and social connections ( Xiang and Yuan, 2021 ), and increase flexibility to help people approach challenges from different angles and find innovative solutions. Meanwhile empirical studies have demonstrated that positive emotions can assist individuals in managing difficult situations ( Sriwidharmanely et al., 2021 ).

Other theories including career motivation theory ( Kossek and Perrigino, 2016 ), self-regulation theory ( Bruch et al., 1989 ), self-efficacy theory ( Şahin and Gürbüz, 2014 ), they focusing on how people motivate and regulate their own behavior in order to achieve their goals. In addition to these theories, other essential concepts are employed to construct research frameworks are person-environment fit theory, job demand-resource theory, social exchange theory ( Elshaer and Saad, 2022 ), the minnesota theory of work adjustment ( Griffin and Hesketh, 2003 ; Lowmiller, 2022 ), 6 out of 27 papers are found no specific theory applied in their studies.

4.2 Direction of causality between positive psychology and adaptive performance

In workplace adaptive performance investigation, researchers employ several methods based on theoretical underpinnings to describe the impact of positive psychology. Research has examined the correlation between adaptive performance and work-related psychological states and has demonstrated a positive correlation between work-related psychological health and adaptive performance ( Rowe et al., 2023 ). First, Psychological capital is the state of mind that motivates and encourages people to reach their full potential, employees who experience positive emotions are able to expand their cognitive abilities, resulting in more imaginative and exploratory thought and action ( Luo et al., 2021 ). Second, talent who with high engagement are more likely to remain motivated despite a decrease in resources, are willing to go above and beyond their duties to meet the objectives of their organization, and are able to compensate for temporary shortages of resources by drawing from larger resources ( Bakker and Oerlemans, 2016 ; Vakola et al., 2021 ; Kaltiainen and Hakanen, 2022 ). Vakola et al. (2021) reveal that individuals who are highly engaged in their work have an increased likelihood of adapting to organizational changes, as opposed to those who are more likely to be ambivalent. Third, individuals who view themselves as highly efficacy tend to put in more effort, which, when done correctly, leads to successful results ( Şahin and Gürbüz, 2014 ; Mujeeb et al., 2021 ). In contrast, Individuals with a low level of self-efficacy are more likely to give up in challenging circumstances and restrict their participation in similar activities ( Bruch et al., 1989 ). And last but not least, job meaningfulness is based on the notion that individuals experience a positive sense of purpose in their work, individual who perceive work as the primary source of meaning and believe that their work contributes to a greater purpose. People search for meaning in their work based on their experience, such as those who acknowledge their presence, their sense of belonging, their relationships, who they are, and their worth and contribution to the work ( Van den Heuvel et al., 2020 ; Abdul Hamid, 2022 ; Budhiraja and Rathi, 2022 ; Junça-Silva and Menino, 2022 ). Hence, job meaningfulness increases employees` sense of purpose and value, thus enabling them to rise to the challenge and foster adaptive performance.

4.3 Positive psychology and adaptive performance measurements

4.3.1 measurement of positive psychology variables.

There are total 7 different positive psychology facets that are mentioned and analyzed in these 27 peer-reviewed articles ( Table 6 ) for 34 times, engagement ( n  = 13), self-efficacy ( n  = 9), positive psychology ( n  = 2). Work engagement is a state of contentment and satisfaction associated with work. It is characterized by three dimensions: enthusiasm, commitment, and absorption ( Schaufeli et al., 2002 ). In the study conducted in Indonesia ( Nandini et al., 2022 ), participants were asked to answer a series of questions using the nine-point Utrecht Work Engagement Scale (UwES-9). Within the selected papers, Van den Heuvel et al. (2020) adapt the Utrecht work engagement scale as well, but they measure with six items of Two items per subscale. Another frequent used facet to measure positive psychology in this review study is self-efficacy, an empirical assessment in France ( Joie-La Marle et al., 2023 ) use the 10-item scale, which is designed to measure adaptation and coping abilities, particularly in relation to unforeseen situations ( Luszczynska et al., 2005 ). The original English version of the scale was translated into French through a back translation process due to difficulties in understanding the existing French version. Participants rated the items of the scale on a scale of 1 (absolutely false) to 4 (absolutely true), with scores ranging from 1 to 4 ( Joie-La Marle et al., 2023 ). However, study conducted by Griffin and Hesketh (2003) adapt the 14-item scale to measure participants’ self-efficacy for adaptive behavior, participants were asked to indicate their level of confidence in achieving each of the behaviors at work, ranging from “1” meaning no confidence to “5” meaning very confidence. Jundt et al. (2015) in their review paper summaries that according to Griffin and Hesketh (2003) , role-wide self-efficacy was positively associated with self-reported adaptation frequency in the preceding month. Mujeeb et al. (2021) adapt 7-item scale for measure the self-efficacy and confirm that adaptive performance and task performance are not directly impacted by servant leadership, rather self-efficacy has a beneficial effect and acts as a mediator in understanding their relationship. However, according to Pulakos et al. (2002) and Griffin and Hesketh (2003) , self-effectiveness for each of the eight dimensions was positively correlated with supervisor ratings of total adaptive performance, but did not demonstrate incremental validity over cognitive capacity and personality ( Jundt et al., 2015 ).

Table 6 . Positive psychology facets mentioned in the papers.

4.3.2 Measurement of adaptive performance variables

Pulakos et al. (2002) studied 1,000 significant occurrences from 25 job classifications in the U.S. Army and illustrated the worldwide items of adaptive work performance, the scales with 8 dimensions. In the review of the peer 27 articles in this research, Luo et al. (2021) in their 2 articles adapt the measurement items from previous studies with preliminary questionnaire, consisting of 56 statements (ranging from 1 to 5) and participant demos (with 1 indicating strongly disagreement and 5 indicating strongly agree). The scale was translated using the Translation/Back-translation method ( McGorry, 2000 ). The translation was done in English, which was then translated into Chinese with the help of independent bilingual experts, and then re-translated into English to guarantee the quality of the translation. To assess the readiness of the preliminary instrument for use in the present study, four hotel human resources directors and over 50 frontline hotel employees were pretested ( Luo et al., 2022 ). Two behavioral constructs are utilized by another researches ( Van den Heuvel et al., 2020 ) to measure adaptive performance, which are based on adaptive work role performance and extra-role performance. Korean researchers ( Park et al., 2020 ) adapt the shorter version proposed by Charbonnier-Voirin et al., the original scale consists of 19 items, each of which measures five adaptive performance domains, however they select three items from each of the 19 subscales, resulting in a total of 15 items and the reliability of the scale (Cronbach’s α) result to be 0.886. Turkey scholars use originally 8 dimensions scale to measure the adaptive performance ( Şahin and Gürbüz, 2014 ) and two thirds of the articles in this study measure adaptive performance as uni-dimensional ( Bruch et al., 1989 ; Pradhan et al., 2017 ; Murali and Aggarwal, 2020 ; Abdullahi et al., 2021 ; Elshaer and Saad, 2022 ).

5 Conclusion

5.1 overall outcomes.

In this study, we provide an SLR to evaluate and synthesize the investigation stream of adaptive performance in a workplace context. Descriptive and substantive results are presented in our bibliography analysis and content analysis, respectively. The papers come from the Web of Science and Scopus databases, the restriction is workplace and without other preference to maximize the search result. We screen the papers and examine them throughout the history of this research.

As a result, 27 papers published from 1989 to 2024 are selected to carry out the systematic literature review to find the most appropriate papers to address our research questions. This study draws upon existing research findings regarding the relationship between positive psychology and employee work adaptive performance. Researchers have looked at conservation of resources theory, self-determination theory, person-environment fit theory and other theories explain the relationship between positive psychology facets and adaptive performance. In addition, this study analyzes the causality relationship of the constructs and reveal the underlying logic why positive psychology of the individual can impact their adaptive performance and work outcome. Measurements of variables are collected and compared in different context. The study finds that there is a significant relationship between positive psychology and employee’s adaptive performance, specifically antecedent positive emotion, engagement, meaning, psychological capital, resilience, optimism and self-efficacy improve the employee’s adaptive performance, empirical data from the banking, IT, hotel, and food and beverage sectors, among others.

5.2 The implications for management practice

Individual positive psychology can play an important role for employees to effectively adapting to the changeable working environment, this is the practical implication of this study. Employees who are engaged, or optimistic and self-efficacy are gregarious, determined, and committed, which may offer them the positive energy they need to adapt to change ( Van den Heuvel et al., 2020 ). Understanding that positive psychology is a critical and essential approach, recognizing that work engagement and self-efficacy as a prolonged and continuous process, managers must grasp the pivotal motivational role in fostering positive psychological states and subsequently influencing performance outcomes. It is imperative for employers to proactively furnish employees with training, career opportunities, and rewards, fostering a sense of obligation that prompts elevated levels of adaptive performance ( Isah Leontes and Hoole, 2024 ).

In conclusion, the connection between positive psychology and adaptive performance is effective and multifaceted. The majority of the existing research indicates that the positive psychology elements have a beneficial effect on the employee adaptive performance, however, further empirical research is necessary to determine the extent to which the single or multiple settings can affect the individual adaptive performance. It is critical to consider each of these elements, and cross-disciplinary research is essential in order to further understand the relationship between positive psychology and adaptive performance.

6 Limitations and future research

Despite the increasing prevalence of positive psychology and research on employee performance, there is still a lack of research on some aspects of positive psychology, such as “relationships,” “hope” and “accomplishment.” In addition, further empirical studies may be necessary to develop more reliable scales for certain components of the construct, such as self-efficacy, optimism, hope and resilience.

The selection of the research terms and the scope of the research is a limitation of a systematic literature review approach. In this review, only psychological capital, PERMA, and their subsidiary characteristics that were based on prior research are searched for. Peer-reviewed publications in academic journals published in English only are included in this comprehensive literature assessment. This might have limited the availability of pertinent material published in other languages or sources.

In light of the limitations and conclusions of this review, the following areas of future research are proposed in this study. Additional positive psychology ideas should be covered in further reviews, such as well-being, happiness, wellness and peace of mind. In this study, we consider adaptive performance as the dependent variable, researcher may examine if adaptive performance has the opposite impact on positive psychology in subsequent studies. Negative emotions also can be employed as an inverse term and investigate the topic from different perspectives. Academic journals published in languages other than English and a wider range of sources may also be included in the inclusion criteria. During future research, it is possible to conduct a search for relevant articles and examine the documents for which the full text cannot be obtained at this time. And investigations are encouraged to conduct in different contexts, such as different countries and areas, diverse cultures and various industries.

Author contributions

GT: Writing – original draft, Data curation. RA: Writing – review & editing, Supervision, Formal analysis. SO: Writing – review & editing, Supervision, Methodology.

The author(s) declare that no financial support was received for the research, authorship, and/or publication of this article.

Conflict of interest

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

Publisher’s note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

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Keywords: positive psychology, psychological capital, PERMA, engagement, self-efficacy, adaptive performance

Citation: Tang G, Abu Bakar R and Omar S (2024) Positive psychology and employee adaptive performance: systematic literature review. Front. Psychol . 15:1417260. doi: 10.3389/fpsyg.2024.1417260

Received: 14 April 2024; Accepted: 18 July 2024; Published: 14 August 2024.

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Copyright © 2024 Tang, Abu Bakar and Omar. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Raida Abu Bakar, [email protected]

Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.

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• The road to a world-unified approach to the management of patients with gastric intestinal metaplasia: a review of current guidelines
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• http://orcid.org/0000-0003-0121-6850 Mario Dinis-Ribeiro 1 , 2 ,
• http://orcid.org/0000-0002-2049-9959 Shailja Shah 3 ,
• http://orcid.org/0000-0001-5964-7579 Hashem El-Serag 4 ,
• http://orcid.org/0000-0002-9137-2779 Matthew Banks 5 ,
• http://orcid.org/0000-0002-3029-9272 Noriya Uedo 6 ,
• Hisao Tajiri 7 ,
• http://orcid.org/0000-0002-8721-7696 Luiz Gonzaga Coelho 8 ,
• http://orcid.org/0000-0003-2691-7522 Diogo Libanio 1 , 2 ,
• http://orcid.org/0000-0002-9503-8639 Edith Lahner 9 ,
• http://orcid.org/0000-0002-4997-4098 Antonio Rollan 10 ,
• http://orcid.org/0000-0003-2282-0248 Jing-Yuan Fang 11 ,
• http://orcid.org/0000-0002-4518-8591 Leticia Moreira 12 , 13 ,
• Jan Bornschein 14 ,
• http://orcid.org/0000-0001-8439-9036 Peter Malfertheiner 15 ,
• Ernst J Kuipers 15 ,
• http://orcid.org/0000-0002-0011-3924 Emad M El-Omar 16
• 1 Department of Gastroenterology , Porto Comprehensive Cancer Center & RISE@CI-IPO, University of Porto , Porto , Portugal
• 2 MEDCIDS (Department of Community Medicine, Health Information, and Decision) , University of Porto , Porto , Portugal
• 3 Division of Gastroenterology , University of California and Jennifer Moreno Veterans Affairs San Diego Healthcare System , San Diego , California , USA
• 4 Gastroenterology and Hepatology , Baylor College of Medicine , Houston , Texas , USA
• 5 University College London Hospital , University College London Hospitals NHS Foundation Trust , London , UK
• 6 Gastrointestinal Oncology , Osaka International Cancer Institute , Osaka , Japan
• 7 Endoscopy , The Jikei University School of Medicine , Tokyo , Japan
• 8 Instituto Alfa de Gastrenterologia , Hospital das Clínicas, Universidade Federal de Minas Gerais , Belo Horizonte , Brazil
• 9 Department of Medical-Surgical Sciences and Translational Medicine , Sant'Andrea Hospital , Rome , Italy
• 10 Facultad de Medicina Clinica Alemana-Universidad del Desarrollo , Santiago , Chile
• 11 Division of Gastroenterology and Hepatology , Shanghai Institute of Digestive Disease , Shanghai , China
• 12 Gastroenterology , Hospital Clinic de Barcelona , Barcelona , Spain
• 13 Centro de Investigación Biomédica en Red de Enfermedades Hepáticas y Digestivas (CIBEREHD) , Institut d’Investigacions Biomèdiques August Pi i Sunyer (IDIBAPS) , Barcelona , Spain
• 14 MRC Translational Immune Discovery Unit , MRC Weatherall Institute of Molecular Medicine, John Radcliffe Hospital, University of Oxford , Oxford , UK
• 15 Medical Department II , LMU University Clinic , München , Germany
• 16 UNSW Microbiome Research Centre , University of New South Wales , Sydney , New South Wales , Australia
• Correspondence to Professor Mario Dinis-Ribeiro, Department of Gastroenterology, RISE—Health Research Network, Porto, 4200-072, Portugal; mario.ribeiro{at}ipoporto.min-saude.pt

Objective During the last decade, the management of gastric intestinal metaplasia (GIM) has been addressed by several distinct international evidence-based guidelines. In this review, we aimed to synthesise these guidelines and provide clinicians with a global perspective of the current recommendations for managing patients with GIM, as well as highlight evidence gaps that need to be addressed with future research.

Design We conducted a systematic review of the literature for guidelines and consensus statements published between January 2010 and February 2023 that address the diagnosis and management of GIM.

Results From 426 manuscripts identified, 15 guidelines were assessed. There was consistency across guidelines regarding the purpose of endoscopic surveillance of GIM, which is to identify prevalent neoplastic lesions and stage gastric preneoplastic conditions. The guidelines also agreed that only patients with high-risk GIM phenotypes (eg, corpus-extended GIM, OLGIM stages III/IV, incomplete GIM subtype), persistent refractory Helicobacter pylori infection or first-degree family history of gastric cancer should undergo regular-interval endoscopic surveillance. In contrast, low-risk phenotypes, which comprise most patients with GIM, do not require surveillance. Not all guidelines are aligned on histological staging systems. If surveillance is indicated, most guidelines recommend a 3-year interval, but there is some variability. All guidelines recommend H. pylori eradication as the only non-endoscopic intervention for gastric cancer prevention, while some offer additional recommendations regarding lifestyle modifications. While most guidelines allude to the importance of high-quality endoscopy for endoscopic surveillance, few detail important metrics apart from stating that a systematic gastric biopsy protocol should be followed. Notably, most guidelines comment on the role of endoscopy for gastric cancer screening and detection of gastric precancerous conditions, but with high heterogeneity, limited guidance regarding implementation, and lack of robust evidence.

Conclusion Despite heterogeneous populations and practices, international guidelines are generally aligned on the importance of GIM as a precancerous condition and the need for a risk-stratified approach to endoscopic surveillance, as well as H. pylori eradication when present. There is room for harmonisation of guidelines regarding (1) which populations merit index endoscopic screening for gastric cancer and GIM detection/staging; (2) objective metrics for high-quality endoscopy; (3) consensus on the need for histological staging and (4) non-endoscopic interventions for gastric cancer prevention apart from H. pylori eradication alone. Robust studies, ideally in the form of randomised trials, are needed to bridge the ample evidence gaps that exist.

• surveillance
• gastric carcinoma

Data availability statement

Data are available on reasonable request. All data analysed are available in proper databases depending on publisher.

https://doi.org/10.1136/gutjnl-2024-333029

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MD-R and SS contributed equally.

Contributors MD-R, SS and EME-O developed the protocol, conducted the review and revised the final draft of the manuscript. All the authors collected data, provided input for the protocol and revised the draft of the manuscript, approving the final version. MD-R, SS and EME-O are the guarantors.

Funding The authors have not declared a specific grant for this research from any funding agency in the public, commercial or not-for-profit sectors. JB is supported by the UK Medical Research Council in the context of the Clinical Academic Research Partnership (MRC CARP) scheme (Grant ref.: MR/W029960/1).

Competing interests No conflicts of interest are declared by MD-R, SS, HE-S, MB, NU, HT, LGC, DL, EL, AR, J-YF, LM, JB, EJK, EME-O. PM is a member of advisory board/lecturer of Aboca, Alfasigma, Allergosan, Bayer, Biocodex, Menarini advisory boards/lectures.

Patient and public involvement Patients and/or the public were not involved in the design, or conduct, or reporting, or dissemination plans of this research.

Provenance and peer review Not commissioned; externally peer reviewed.

Supplemental material This content has been supplied by the author(s). It has not been vetted by BMJ Publishing Group Limited (BMJ) and may not have been peer-reviewed. Any opinions or recommendations discussed are solely those of the author(s) and are not endorsed by BMJ. BMJ disclaims all liability and responsibility arising from any reliance placed on the content. Where the content includes any translated material, BMJ does not warrant the accuracy and reliability of the translations (including but not limited to local regulations, clinical guidelines, terminology, drug names and drug dosages), and is not responsible for any error and/or omissions arising from translation and adaptation or otherwise.

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