writing definition of terms in research

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How to Write the Definition of Terms in Chapter 1 of a Thesis

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2.2 conceptual and operational definitions.

Research studies usually include terms that must be carefully and precisely defined, so that others know exactly what has been done and there are no ambiguities. Two types of definitions can be given: conceptual definitions and operational definitions .

Loosely speaking, a conceptual definition explains what to measure or observe (what a word or a term means for your study), and an operational definitions defines exactly how to measure or observe it.

For example, in a study of stress in students during a university semester. A conceptual definition would describe what is meant by ‘stress.’ An operational definition would describe how the ‘stress’ would be measured.

Sometimes the definitions themselves aren’t important, provided a clear definition is given. Sometimes, commonly-accepted definitions exist, so should be used unless there is a good reason to use a different definition (for example, in criminal law, an ‘adult’ in Australia is someone aged 18 or over ).

Sometimes, a commonly-accepted definition does not exist, so the definition being used should be clearly articulated.

Example 2.2 (Operational and conceptual definitions) Players and fans have become more aware of concussions and head injuries in sport. A Conference on concussion in sport developed this conceptual definition ( McCrory et al. 2013 ) :

Concussion is a brain injury and is defined as a complex pathophysiological process affecting the brain, induced by biomechanical forces. Several common features that incorporate clinical, pathologic and biomechanical injury constructs that may be utilised in defining the nature of a concussive head injury include: Concussion may be caused either by a direct blow to the head, face, neck or elsewhere on the body with an “impulsive” force transmitted to the head. Concussion typically results in the rapid onset of short-lived impairment of neurological function that resolves spontaneously. However, in some cases, symptoms and signs may evolve over a number of minutes to hours. Concussion may result in neuropathological changes, but the acute clinical symptoms largely reflect a functional disturbance rather than a structural injury and, as such, no abnormality is seen on standard structural neuroimaging studies. Concussion results in a graded set of clinical symptoms that may or may not involve loss of consciousness. Resolution of the clinical and cognitive symptoms typically follows a sequential course. However, it is important to note that in some cases symptoms may be prolonged.

While this is all helpful… it does not explain how to identify a player with concussion during a game.

Rugby decided on this operational definition ( Raftery et al. 2016 ) :

… a concussion applies with any of the following: The presence, pitch side, of any Criteria Set 1 signs or symptoms (table 1)… [ Note : This table includes symptoms such as ‘convulsion,’ ‘clearly dazed,’ etc.]; An abnormal post game, same day assessment…; An abnormal 36–48 h assessment…; The presence of clinical suspicion by the treating doctor at any time…

Example 2.3 (Operational and conceptual definitions) Consider a study requiring water temperature to be measured.

An operational definition would explain how the temperature is measured: the thermometer type, how the thermometer was positioned, how long was it left in the water, and so on.

Example 2.4 (Operational definitions) Consider a study measuring stress in first-year university students.

Stress cannot be measured directly, but could be assessed using a survey (like the Perceived Stress Scale (PSS) ( Cohen et al. 1983 ) ).

The operational definition of stress is the score on the ten-question PSS. Other means of measuring stress are also possible (such as heart rate or blood pressure).

Meline ( 2006 ) discusses five studies about stuttering, each using a different operational definition:

Study 1: As diagnosed by speech-language pathologist.
Study 2: Within-word disfluences greater than 5 per 150 words.
Study 3: Unnatural hesitation, interjections, restarted or incomplete phrases, etc.
Study 4: More than 3 stuttered words per minute.
Study 5: State guidelines for fluency disorders.

A study of snacking in Australia ( Fayet-Moore et al. 2017 ) used this operational definition of ‘snacking’:

…an eating occasion that occurred between meals based on time of day. — Fayet-Moore et al. ( 2017 ) (p. 3)

A study examined the possible relationship between the ‘pace of life’ and the incidence of heart disease ( Levine 1990 ) in 36 US cities. The researchers used four different operational definitions for ‘pace of life’ (remember the article was published in 1990!):

The walking speed of randomly chosen pedestrians.
The speed with which bank clerks gave ‘change for two $20 bills or [gave] two $20 bills for change.’
The talking speed of postal clerks.
The proportion of men and women wearing a wristwatch.

None of these perfectly measure ‘pace of life,’ of course. Nonetheless, the researchers found that, compared to people on the West Coast,

… people in the Northeast walk faster, make change faster, talk faster and are more likely to wear a watch… — Levine ( 1990 ) (p. 455)

Academic Phrasebank

Defining terms.

GENERAL LANGUAGE FUNCTIONS
Being cautious
Being critical
Classifying and listing
Compare and contrast
Describing trends
Describing quantities
Explaining causality
Giving examples
Signalling transition
Writing about the past

In academic work students are often expected to give definitions of key words and phrases in order to demonstrate to their tutors that they understand these terms clearly. More generally, however, academic writers define terms so that their readers understand exactly what is meant when certain key terms are used. When important words are not clearly understood misinterpretation may result. In fact, many disagreements (academic, legal, diplomatic, personal) arise as a result of different interpretations of the same term. In academic writing, teachers and their students often have to explore these differing interpretations before moving on to study a topic.

Introductory phrases

The term ‘X’ was first used by … The term ‘X’ can be traced back to … Previous studies mostly defined X as … The term ‘X’ was introduced by Smith in her … Historically, the term ‘X’ has been used to describe … It is necessary here to clarify exactly what is meant by … This shows a need to be explicit about exactly what is meant by the word ‘X’.

Simple three-part definitions

General meanings or application of meanings.

X can broadly be defined as … X can be loosely described as … X can be defined as … It encompasses … In the literature, the term tends to be used to refer to … In broad terms, X can be defined as any stimulus that is … Whereas X refers to the operations of …, Y refers to the … The broad use of the term ‘X’ is sometimes equated with … The term ‘disease’ refers to a biological event characterised by … Defined as …, X is now considered a worldwide problem and is associated with …

Indicating varying definitions

The definition of X has evolved. There are multiple definitions of X. Several definitions of X have been proposed. In the field of X, various definitions of X are found. The term ‘X’ embodies a multitude of concepts which … This term has two overlapping, even slightly confusing meanings. Widely varying definitions of X have emerged (Smith and Jones, 1999). Despite its common usage, X is used in different disciplines to mean different things. Since the definition of X varies among researchers, it is important to clarify how the term is …

Indicating difficulties in defining a term

X is a contested term. X is a rather nebulous term … X is challenging to define because … A precise definition of X has proved elusive. A generally accepted definition of X is lacking. Unfortunately, X remains a poorly defined term. There is no agreed definition on what constitutes … There is little consensus about what X actually means. There is a degree of uncertainty around the terminology in … These terms are often used interchangeably and without precision. Numerous terms are used to describe X, the most common of which are …. The definition of X varies in the literature and there is terminological confusion. Smith (2001) identified four abilities that might be subsumed under the term ‘X’: a) … ‘X’ is a term frequently used in the literature, but to date there is no consensus about … X is a commonly-used notion in psychology and yet it is a concept difficult to define precisely. Although differences of opinion still exist, there appears to be some agreement that X refers to …

Specifying terms that are used in an essay or thesis

The term ‘X’ is used here to refer to … In the present study, X is defined as … The term ‘X’ will be used solely when referring to … In this essay, the term ‘X’ will be used in its broadest sense to refer to all … In this paper, the term that will be used to describe this phenomenon is ‘X’. In this dissertation, the terms ‘X’ and ‘Y’ are used interchangeably to mean … Throughout this thesis, the term ‘X’ is used to refer to informal systems as well as … While a variety of definitions of the term ‘X’ have been suggested, this paper will use the definition first suggested by Smith (1968) who saw it as …

Referring to people’s definitions: author prominent

For Smith (2001), X means … Smith (2001) uses the term ‘X’ to refer to … Smith (1954) was apparently the first to use the term … In 1987, psychologist John Smith popularized the term ‘X’ to describe … According to a definition provided by Smith (2001:23), X is ‘the maximally … This definition is close to those of Smith (2012) and Jones (2013) who define X as … Smith, has shown that, as late as 1920, Jones was using the term ‘X’ to refer to particular … One of the first people to define nursing was Florence Nightingale (1860), who wrote: ‘… …’ Chomsky writes that a grammar is a ‘device of some sort for producing the ….’ (1957, p.11). Aristotle defines the imagination as ‘the movement which results upon an actual sensation.’ Smith et al . (2002) have provided a new definition of health: ‘health is a state of being with …

Referring to people’s definitions: author non-prominent

X is defined by Smith (2003: 119) as ‘… …’ The term ‘X’ is used by Smith (2001) to refer to … X is, for Smith (2012), the situation which occurs when … A further definition of X is given by Smith (1982) who describes … The term ‘X’ is used by Aristotle in four overlapping senses. First, it is the underlying … X is the degree to which an assessment process or device measures … (Smith et al ., 1986).

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Chapter Twelve: Positing a Thesis Statement and Composing a Title / Defining Key Terms

Defining Key Terms

You are viewing the first edition of this textbook. a second edition is available – please visit the latest edition for updated information..

Earlier in this course, we discussed how to conduct a library search using key terms. Here we discuss how to present key terms. Place yourself in your audience’s position and try to anticipate their need for information. Is your audience composed mostly of novices or professionals? If they are novices, you will need to provide more definition and context for your key concepts and terms.

Because disciplinary knowledge is filled with specialized terms, an ordinary dictionary is of limited value. Disciplines like psychology, cultural studies, and history use terms in ways that are often different from the way we communicate in daily life. Some disciplines have their own dictionaries of key terms. Others may have terms scattered throughout glossaries in important primary texts and textbooks.

Key terms are the “means of exchange” in disciplines. You gain entry into the discussion by demonstrating how well you know and understand them. Some disciplinary keywords can be tricky because they mean one thing in ordinary speech but can mean something different in the discipline. For instance, in ordinary speech, we use the word shadow to refer to a darker area produced by an object or person between a light source and a surface. In Jungian psychology, shadow refers to the unconscious or unknown aspects of a personality. Sometimes there is debate within a discipline about what key terms mean or how they should be used.

To avoid confusion, define all key terms in your paper before you begin a discussion about them. Even if you think your audience knows the definition of key terms, readers want to see how you understand the terms before you move ahead. If a definition is contested—meaning different writers define the term in different ways—make sure you acknowledge these differences and explain why you favor one definition over the others. Cite your sources when presenting key terms and concepts.

Key Takeaways

Strategies for Conducting Literary Research Copyright © 2021 by Barry Mauer & John Venecek is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Research Guides

Organizing Your Social Sciences Research Paper

Glossary of research terms.

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

This glossary is intended to assist you in understanding commonly used terms and concepts when reading, interpreting, and evaluating scholarly research. Also included are common words and phrases defined within the context of how they apply to research in the social and behavioral sciences.

Acculturation -- refers to the process of adapting to another culture, particularly in reference to blending in with the majority population [e.g., an immigrant adopting American customs]. However, acculturation also implies that both cultures add something to one another, but still remain distinct groups unto themselves.
Accuracy -- a term used in survey research to refer to the match between the target population and the sample.
Affective Measures -- procedures or devices used to obtain quantified descriptions of an individual's feelings, emotional states, or dispositions.
Aggregate -- a total created from smaller units. For instance, the population of a county is an aggregate of the populations of the cities, rural areas, etc. that comprise the county. As a verb, it refers to total data from smaller units into a large unit.
Anonymity -- a research condition in which no one, including the researcher, knows the identities of research participants.
Baseline -- a control measurement carried out before an experimental treatment.
Behaviorism -- school of psychological thought concerned with the observable, tangible, objective facts of behavior, rather than with subjective phenomena such as thoughts, emotions, or impulses. Contemporary behaviorism also emphasizes the study of mental states such as feelings and fantasies to the extent that they can be directly observed and measured.
Beliefs -- ideas, doctrines, tenets, etc. that are accepted as true on grounds which are not immediately susceptible to rigorous proof.
Benchmarking -- systematically measuring and comparing the operations and outcomes of organizations, systems, processes, etc., against agreed upon "best-in-class" frames of reference.
Bias -- a loss of balance and accuracy in the use of research methods. It can appear in research via the sampling frame, random sampling, or non-response. It can also occur at other stages in research, such as while interviewing, in the design of questions, or in the way data are analyzed and presented. Bias means that the research findings will not be representative of, or generalizable to, a wider population.
Case Study -- the collection and presentation of detailed information about a particular participant or small group, frequently including data derived from the subjects themselves.
Causal Hypothesis -- a statement hypothesizing that the independent variable affects the dependent variable in some way.
Causal Relationship -- the relationship established that shows that an independent variable, and nothing else, causes a change in a dependent variable. It also establishes how much of a change is shown in the dependent variable.
Causality -- the relation between cause and effect.
Central Tendency -- any way of describing or characterizing typical, average, or common values in some distribution.
Chi-square Analysis -- a common non-parametric statistical test which compares an expected proportion or ratio to an actual proportion or ratio.
Claim -- a statement, similar to a hypothesis, which is made in response to the research question and that is affirmed with evidence based on research.
Classification -- ordering of related phenomena into categories, groups, or systems according to characteristics or attributes.
Cluster Analysis -- a method of statistical analysis where data that share a common trait are grouped together. The data is collected in a way that allows the data collector to group data according to certain characteristics.
Cohort Analysis -- group by group analytic treatment of individuals having a statistical factor in common to each group. Group members share a particular characteristic [e.g., born in a given year] or a common experience [e.g., entering a college at a given time].
Confidentiality -- a research condition in which no one except the researcher(s) knows the identities of the participants in a study. It refers to the treatment of information that a participant has disclosed to the researcher in a relationship of trust and with the expectation that it will not be revealed to others in ways that violate the original consent agreement, unless permission is granted by the participant.
Confirmability Objectivity -- the findings of the study could be confirmed by another person conducting the same study.
Construct -- refers to any of the following: something that exists theoretically but is not directly observable; a concept developed [constructed] for describing relations among phenomena or for other research purposes; or, a theoretical definition in which concepts are defined in terms of other concepts. For example, intelligence cannot be directly observed or measured; it is a construct.
Construct Validity -- seeks an agreement between a theoretical concept and a specific measuring device, such as observation.
Constructivism -- the idea that reality is socially constructed. It is the view that reality cannot be understood outside of the way humans interact and that the idea that knowledge is constructed, not discovered. Constructivists believe that learning is more active and self-directed than either behaviorism or cognitive theory would postulate.
Content Analysis -- the systematic, objective, and quantitative description of the manifest or latent content of print or nonprint communications.
Context Sensitivity -- awareness by a qualitative researcher of factors such as values and beliefs that influence cultural behaviors.
Control Group -- the group in an experimental design that receives either no treatment or a different treatment from the experimental group. This group can thus be compared to the experimental group.
Controlled Experiment -- an experimental design with two or more randomly selected groups [an experimental group and control group] in which the researcher controls or introduces the independent variable and measures the dependent variable at least two times [pre- and post-test measurements].
Correlation -- a common statistical analysis, usually abbreviated as r, that measures the degree of relationship between pairs of interval variables in a sample. The range of correlation is from -1.00 to zero to +1.00. Also, a non-cause and effect relationship between two variables.
Covariate -- a product of the correlation of two related variables times their standard deviations. Used in true experiments to measure the difference of treatment between them.
Credibility -- a researcher's ability to demonstrate that the object of a study is accurately identified and described based on the way in which the study was conducted.
Critical Theory -- an evaluative approach to social science research, associated with Germany's neo-Marxist “Frankfurt School,” that aims to criticize as well as analyze society, opposing the political orthodoxy of modern communism. Its goal is to promote human emancipatory forces and to expose ideas and systems that impede them.
Data -- factual information [as measurements or statistics] used as a basis for reasoning, discussion, or calculation.
Data Mining -- the process of analyzing data from different perspectives and summarizing it into useful information, often to discover patterns and/or systematic relationships among variables.
Data Quality -- this is the degree to which the collected data [results of measurement or observation] meet the standards of quality to be considered valid [trustworthy] and reliable [dependable].
Deductive -- a form of reasoning in which conclusions are formulated about particulars from general or universal premises.
Dependability -- being able to account for changes in the design of the study and the changing conditions surrounding what was studied.
Dependent Variable -- a variable that varies due, at least in part, to the impact of the independent variable. In other words, its value “depends” on the value of the independent variable. For example, in the variables “gender” and “academic major,” academic major is the dependent variable, meaning that your major cannot determine whether you are male or female, but your gender might indirectly lead you to favor one major over another.
Deviation -- the distance between the mean and a particular data point in a given distribution.
Discourse Community -- a community of scholars and researchers in a given field who respond to and communicate to each other through published articles in the community's journals and presentations at conventions. All members of the discourse community adhere to certain conventions for the presentation of their theories and research.
Discrete Variable -- a variable that is measured solely in whole units, such as, gender and number of siblings.
Distribution -- the range of values of a particular variable.
Effect Size -- the amount of change in a dependent variable that can be attributed to manipulations of the independent variable. A large effect size exists when the value of the dependent variable is strongly influenced by the independent variable. It is the mean difference on a variable between experimental and control groups divided by the standard deviation on that variable of the pooled groups or of the control group alone.
Emancipatory Research -- research is conducted on and with people from marginalized groups or communities. It is led by a researcher or research team who is either an indigenous or external insider; is interpreted within intellectual frameworks of that group; and, is conducted largely for the purpose of empowering members of that community and improving services for them. It also engages members of the community as co-constructors or validators of knowledge.
Empirical Research -- the process of developing systematized knowledge gained from observations that are formulated to support insights and generalizations about the phenomena being researched.
Epistemology -- concerns knowledge construction; asks what constitutes knowledge and how knowledge is validated.
Ethnography -- method to study groups and/or cultures over a period of time. The goal of this type of research is to comprehend the particular group/culture through immersion into the culture or group. Research is completed through various methods but, since the researcher is immersed within the group for an extended period of time, more detailed information is usually collected during the research.
Expectancy Effect -- any unconscious or conscious cues that convey to the participant in a study how the researcher wants them to respond. Expecting someone to behave in a particular way has been shown to promote the expected behavior. Expectancy effects can be minimized by using standardized interactions with subjects, automated data-gathering methods, and double blind protocols.
External Validity -- the extent to which the results of a study are generalizable or transferable.
Factor Analysis -- a statistical test that explores relationships among data. The test explores which variables in a data set are most related to each other. In a carefully constructed survey, for example, factor analysis can yield information on patterns of responses, not simply data on a single response. Larger tendencies may then be interpreted, indicating behavior trends rather than simply responses to specific questions.
Field Studies -- academic or other investigative studies undertaken in a natural setting, rather than in laboratories, classrooms, or other structured environments.
Focus Groups -- small, roundtable discussion groups charged with examining specific topics or problems, including possible options or solutions. Focus groups usually consist of 4-12 participants, guided by moderators to keep the discussion flowing and to collect and report the results.
Framework -- the structure and support that may be used as both the launching point and the on-going guidelines for investigating a research problem.
Generalizability -- the extent to which research findings and conclusions conducted on a specific study to groups or situations can be applied to the population at large.
Grey Literature -- research produced by organizations outside of commercial and academic publishing that publish materials, such as, working papers, research reports, and briefing papers.
Grounded Theory -- practice of developing other theories that emerge from observing a group. Theories are grounded in the group's observable experiences, but researchers add their own insight into why those experiences exist.
Group Behavior -- behaviors of a group as a whole, as well as the behavior of an individual as influenced by his or her membership in a group.
Hypothesis -- a tentative explanation based on theory to predict a causal relationship between variables.
Independent Variable -- the conditions of an experiment that are systematically manipulated by the researcher. A variable that is not impacted by the dependent variable, and that itself impacts the dependent variable. In the earlier example of "gender" and "academic major," (see Dependent Variable) gender is the independent variable.
Individualism -- a theory or policy having primary regard for the liberty, rights, or independent actions of individuals.
Inductive -- a form of reasoning in which a generalized conclusion is formulated from particular instances.
Inductive Analysis -- a form of analysis based on inductive reasoning; a researcher using inductive analysis starts with answers, but formulates questions throughout the research process.
Insiderness -- a concept in qualitative research that refers to the degree to which a researcher has access to and an understanding of persons, places, or things within a group or community based on being a member of that group or community.
Internal Consistency -- the extent to which all questions or items assess the same characteristic, skill, or quality.
Internal Validity -- the rigor with which the study was conducted [e.g., the study's design, the care taken to conduct measurements, and decisions concerning what was and was not measured]. It is also the extent to which the designers of a study have taken into account alternative explanations for any causal relationships they explore. In studies that do not explore causal relationships, only the first of these definitions should be considered when assessing internal validity.
Life History -- a record of an event/events in a respondent's life told [written down, but increasingly audio or video recorded] by the respondent from his/her own perspective in his/her own words. A life history is different from a "research story" in that it covers a longer time span, perhaps a complete life, or a significant period in a life.
Margin of Error -- the permittable or acceptable deviation from the target or a specific value. The allowance for slight error or miscalculation or changing circumstances in a study.
Measurement -- process of obtaining a numerical description of the extent to which persons, organizations, or things possess specified characteristics.
Meta-Analysis -- an analysis combining the results of several studies that address a set of related hypotheses.
Methodology -- a theory or analysis of how research does and should proceed.
Methods -- systematic approaches to the conduct of an operation or process. It includes steps of procedure, application of techniques, systems of reasoning or analysis, and the modes of inquiry employed by a discipline.
Mixed-Methods -- a research approach that uses two or more methods from both the quantitative and qualitative research categories. It is also referred to as blended methods, combined methods, or methodological triangulation.
Modeling -- the creation of a physical or computer analogy to understand a particular phenomenon. Modeling helps in estimating the relative magnitude of various factors involved in a phenomenon. A successful model can be shown to account for unexpected behavior that has been observed, to predict certain behaviors, which can then be tested experimentally, and to demonstrate that a given theory cannot account for certain phenomenon.
Models -- representations of objects, principles, processes, or ideas often used for imitation or emulation.
Naturalistic Observation -- observation of behaviors and events in natural settings without experimental manipulation or other forms of interference.
Norm -- the norm in statistics is the average or usual performance. For example, students usually complete their high school graduation requirements when they are 18 years old. Even though some students graduate when they are younger or older, the norm is that any given student will graduate when he or she is 18 years old.
Null Hypothesis -- the proposition, to be tested statistically, that the experimental intervention has "no effect," meaning that the treatment and control groups will not differ as a result of the intervention. Investigators usually hope that the data will demonstrate some effect from the intervention, thus allowing the investigator to reject the null hypothesis.
Ontology -- a discipline of philosophy that explores the science of what is, the kinds and structures of objects, properties, events, processes, and relations in every area of reality.
Panel Study -- a longitudinal study in which a group of individuals is interviewed at intervals over a period of time.
Participant -- individuals whose physiological and/or behavioral characteristics and responses are the object of study in a research project.
Peer-Review -- the process in which the author of a book, article, or other type of publication submits his or her work to experts in the field for critical evaluation, usually prior to publication. This is standard procedure in publishing scholarly research.
Phenomenology -- a qualitative research approach concerned with understanding certain group behaviors from that group's point of view.
Philosophy -- critical examination of the grounds for fundamental beliefs and analysis of the basic concepts, doctrines, or practices that express such beliefs.
Phonology -- the study of the ways in which speech sounds form systems and patterns in language.
Policy -- governing principles that serve as guidelines or rules for decision making and action in a given area.
Policy Analysis -- systematic study of the nature, rationale, cost, impact, effectiveness, implications, etc., of existing or alternative policies, using the theories and methodologies of relevant social science disciplines.
Population -- the target group under investigation. The population is the entire set under consideration. Samples are drawn from populations.
Position Papers -- statements of official or organizational viewpoints, often recommending a particular course of action or response to a situation.
Positivism -- a doctrine in the philosophy of science, positivism argues that science can only deal with observable entities known directly to experience. The positivist aims to construct general laws, or theories, which express relationships between phenomena. Observation and experiment is used to show whether the phenomena fit the theory.
Predictive Measurement -- use of tests, inventories, or other measures to determine or estimate future events, conditions, outcomes, or trends.
Principal Investigator -- the scientist or scholar with primary responsibility for the design and conduct of a research project.
Probability -- the chance that a phenomenon will occur randomly. As a statistical measure, it is shown as p [the "p" factor].
Questionnaire -- structured sets of questions on specified subjects that are used to gather information, attitudes, or opinions.
Random Sampling -- a process used in research to draw a sample of a population strictly by chance, yielding no discernible pattern beyond chance. Random sampling can be accomplished by first numbering the population, then selecting the sample according to a table of random numbers or using a random-number computer generator. The sample is said to be random because there is no regular or discernible pattern or order. Random sample selection is used under the assumption that sufficiently large samples assigned randomly will exhibit a distribution comparable to that of the population from which the sample is drawn. The random assignment of participants increases the probability that differences observed between participant groups are the result of the experimental intervention.
Reliability -- the degree to which a measure yields consistent results. If the measuring instrument [e.g., survey] is reliable, then administering it to similar groups would yield similar results. Reliability is a prerequisite for validity. An unreliable indicator cannot produce trustworthy results.
Representative Sample -- sample in which the participants closely match the characteristics of the population, and thus, all segments of the population are represented in the sample. A representative sample allows results to be generalized from the sample to the population.
Rigor -- degree to which research methods are scrupulously and meticulously carried out in order to recognize important influences occurring in an experimental study.
Sample -- the population researched in a particular study. Usually, attempts are made to select a "sample population" that is considered representative of groups of people to whom results will be generalized or transferred. In studies that use inferential statistics to analyze results or which are designed to be generalizable, sample size is critical, generally the larger the number in the sample, the higher the likelihood of a representative distribution of the population.
Sampling Error -- the degree to which the results from the sample deviate from those that would be obtained from the entire population, because of random error in the selection of respondent and the corresponding reduction in reliability.
Saturation -- a situation in which data analysis begins to reveal repetition and redundancy and when new data tend to confirm existing findings rather than expand upon them.
Semantics -- the relationship between symbols and meaning in a linguistic system. Also, the cuing system that connects what is written in the text to what is stored in the reader's prior knowledge.
Social Theories -- theories about the structure, organization, and functioning of human societies.
Sociolinguistics -- the study of language in society and, more specifically, the study of language varieties, their functions, and their speakers.
Standard Deviation -- a measure of variation that indicates the typical distance between the scores of a distribution and the mean; it is determined by taking the square root of the average of the squared deviations in a given distribution. It can be used to indicate the proportion of data within certain ranges of scale values when the distribution conforms closely to the normal curve.
Statistical Analysis -- application of statistical processes and theory to the compilation, presentation, discussion, and interpretation of numerical data.
Statistical Bias -- characteristics of an experimental or sampling design, or the mathematical treatment of data, that systematically affects the results of a study so as to produce incorrect, unjustified, or inappropriate inferences or conclusions.
Statistical Significance -- the probability that the difference between the outcomes of the control and experimental group are great enough that it is unlikely due solely to chance. The probability that the null hypothesis can be rejected at a predetermined significance level [0.05 or 0.01].
Statistical Tests -- researchers use statistical tests to make quantitative decisions about whether a study's data indicate a significant effect from the intervention and allow the researcher to reject the null hypothesis. That is, statistical tests show whether the differences between the outcomes of the control and experimental groups are great enough to be statistically significant. If differences are found to be statistically significant, it means that the probability [likelihood] that these differences occurred solely due to chance is relatively low. Most researchers agree that a significance value of .05 or less [i.e., there is a 95% probability that the differences are real] sufficiently determines significance.
Subcultures -- ethnic, regional, economic, or social groups exhibiting characteristic patterns of behavior sufficient to distinguish them from the larger society to which they belong.
Testing -- the act of gathering and processing information about individuals' ability, skill, understanding, or knowledge under controlled conditions.
Theory -- a general explanation about a specific behavior or set of events that is based on known principles and serves to organize related events in a meaningful way. A theory is not as specific as a hypothesis.
Treatment -- the stimulus given to a dependent variable.
Trend Samples -- method of sampling different groups of people at different points in time from the same population.
Triangulation -- a multi-method or pluralistic approach, using different methods in order to focus on the research topic from different viewpoints and to produce a multi-faceted set of data. Also used to check the validity of findings from any one method.
Unit of Analysis -- the basic observable entity or phenomenon being analyzed by a study and for which data are collected in the form of variables.
Validity -- the degree to which a study accurately reflects or assesses the specific concept that the researcher is attempting to measure. A method can be reliable, consistently measuring the same thing, but not valid.
Variable -- any characteristic or trait that can vary from one person to another [race, gender, academic major] or for one person over time [age, political beliefs].
Weighted Scores -- scores in which the components are modified by different multipliers to reflect their relative importance.
White Paper -- an authoritative report that often states the position or philosophy about a social, political, or other subject, or a general explanation of an architecture, framework, or product technology written by a group of researchers. A white paper seeks to contain unbiased information and analysis regarding a business or policy problem that the researchers may be facing.

Elliot, Mark, Fairweather, Ian, Olsen, Wendy Kay, and Pampaka, Maria. A Dictionary of Social Research Methods. Oxford, UK: Oxford University Press, 2016; Free Social Science Dictionary. Socialsciencedictionary.com [2008]. Glossary. Institutional Review Board. Colorado College; Glossary of Key Terms. Writing@CSU. Colorado State University; Glossary A-Z. Education.com; Glossary of Research Terms. Research Mindedness Virtual Learning Resource. Centre for Human Servive Technology. University of Southampton; Miller, Robert L. and Brewer, John D. The A-Z of Social Research: A Dictionary of Key Social Science Research Concepts London: SAGE, 2003; Jupp, Victor. The SAGE Dictionary of Social and Cultural Research Methods . London: Sage, 2006.

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How to Craft Compelling Definitions in Research: A Step-by-Step Guide

January 11, 2024

How to Write Definition of Terms in Research: Understanding the Etymology, Evolution, and Application

Defining terms clearly and accurately is a crucial aspect of research, as it establishes a shared understanding among readers and ensures that the discourse is precise. “Definition of Terms in Research” pertains to the process of defining key concepts and variables used in a research project. For instance, in a study on consumer behavior, “brand loyalty” may be defined as “the tendency of a consumer to repeatedly purchase products or services from a particular brand.” Defining terms ensures that the readers have a clear understanding of the concepts being discussed, thus enhancing the study’s validity and reliability.

Establishing a common understanding of terms not only improves communication but also enables researchers to compare and contrast different studies. Historically, the practice of defining terms in research has evolved significantly. In early scientific writing, definitions were often implicit, assumed to be understood by the reader. However, as research became more complex and specialized, the need for explicit definitions became apparent. Today, it is considered best practice to provide clear and concise definitions of all key terms at the outset of a research paper or project.

Table of Contents

How to Write Definition of Terms in Research

Defining terms clearly and accurately is crucial in research, as it establishes a shared understanding among readers and ensures precise discourse. Essential aspects of writing effective definitions include:

Clarity: Definitions should be easy to understand and unambiguous.
Conciseness: Definitions should be as brief as possible while still conveying the necessary information.
Accuracy: Definitions should accurately reflect the meaning of the term being defined.
Objectivity: Definitions should be free from bias or personal interpretation.
Specificity: Definitions should clearly distinguish the term being defined from related terms.
Contextualization: Definitions should take into account the context in which the term is being used.
Consistency: Definitions should be consistent with other definitions used in the research project.
Coherence: Definitions should fit logically with the overall argument or theory being presented.
Relevance: Definitions should be relevant to the research question being investigated.

These aspects are interconnected and contribute to the overall quality of the research. Clear and concise definitions enhance the understanding of the research project, while accurate and objective definitions ensure the validity of the findings. Contextualization and consistency help to avoid confusion and ambiguity, while coherence and relevance ensure that the definitions are meaningful and contribute to the research goals. By carefully considering these aspects, researchers can write effective definitions of terms that support the clarity, precision, and credibility of their research.

In the context of “how to write definition of terms in research,” clarity is paramount. Definitions should be easy to understand and unambiguous to ensure that readers have a clear understanding of the concepts being discussed. This aspect of writing effective definitions encompasses several important facets:

Simplicity: Definitions should be written in clear and concise language, avoiding jargon and technical terms that may not be familiar to the intended audience.
Conciseness: Definitions should be as brief as possible while still conveying the necessary information. Avoid unnecessary details or long-winded explanations.
Specificity: Definitions should clearly distinguish the term being defined from related terms. This can be achieved by providing specific examples or contrasting the term with similar concepts.
Unambiguous: Definitions should not be open to multiple interpretations. Avoid using vague or ambiguous language that could lead to confusion.

By adhering to these principles of clarity, researchers can ensure that their definitions are easily understood and unambiguous, thus enhancing the overall quality and accessibility of their research.

Conciseness

In the context of “how to write definition of terms in research,” conciseness is of utmost importance. Concise definitions enhance the clarity and accessibility of research findings, ensuring that readers can easily grasp the intended meaning without getting bogged down in unnecessary details. Achieving conciseness in definitions involves several key considerations:

Identifying Essential Elements: Focus on capturing the core meaning of the term, including only the most important and relevant information.
Eliminating Redundancy: Avoid repeating information that is already implied or can be inferred from other parts of the definition.
Using Precise Language: Employ clear and specific language, avoiding vague or ambiguous terms that could lead to confusion.
Considering the Audience: Tailor the level of detail and technicality of the definition to the intended audience’s knowledge and understanding.

By adhering to these principles of conciseness, researchers can ensure that their definitions are succinct, informative, and tailored to the specific needs of their research project. Concise definitions not only enhance the clarity and accessibility of research findings but also contribute to the overall quality and credibility of the research.

In the context of “how to write definition of terms in research,” accuracy is of paramount importance. Accurate definitions ensure that the intended meaning of a term is conveyed clearly and precisely, avoiding misinterpretations and ensuring a shared understanding among readers. Achieving accuracy in definitions involves several key facets:

Referencing Reputable Sources: Consult authoritative sources, such as dictionaries, encyclopedias, and academic journals, to verify the meaning and usage of terms.
Considering Context: Definitions should take into account the specific context in which a term is being used within the research project.
Avoiding Bias and Personal Interpretation: Definitions should be objective and free from personal biases or interpretations that could distort the meaning of the term.
Providing Examples and Non-Examples: Including examples and non-examples can help clarify the meaning of a term and distinguish it from similar concepts.

By adhering to these principles of accuracy, researchers can ensure that their definitions faithfully represent the intended meaning of the terms being defined. Accurate definitions are essential for clear communication, precise reasoning, and the overall credibility of research findings.

Objectivity

Objectivity in definition writing is crucial in research, ensuring that definitions are unbiased, free from personal interpretation, and accurately represent the intended meaning of the terms. This aspect of definition writing encompasses various facets:

Eliminating Personal Biases: Researchers must recognize and eliminate their own biases and preconceptions to ensure that definitions are not influenced by personal perspectives.
Referencing Established Sources: Relying on reputable sources, such as dictionaries, encyclopedias, and scholarly publications, helps to establish objective definitions that align with widely accepted usage.
Considering Multiple Perspectives: Definitions should take into account different viewpoints and interpretations of a term to avoid presenting a narrow or biased perspective.
Using Precise and Neutral Language: Employing clear, concise, and unbiased language helps to avoid ambiguity and ensures that definitions are not influenced by emotional or subjective factors.

By adhering to these principles of objectivity, researchers can create definitions that are free from bias and accurately represent the intended meaning of the terms being defined. Objective definitions are essential for ensuring the clarity, accuracy, and credibility of research findings.

Specificity

In the context of “how to write definition of terms in research,” specificity is a crucial aspect that ensures clear and unambiguous communication. Definitions should precisely delineate the meaning of a term, distinguishing it from related concepts to avoid confusion and misinterpretation.

Identifying Unique Characteristics: Definitions should highlight the distinct attributes and features that differentiate the term from similar concepts. This involves pinpointing specific qualities, properties, or functions that uniquely define the term.
Contrasting with Related Terms: To further enhance clarity, definitions can explicitly contrast the term with related terms, emphasizing the key differences and similarities. This comparative approach helps readers understand the boundaries of the term’s meaning.
Providing Examples and Non-Examples: Incorporating examples and non-examples can effectively illustrate the scope and limitations of a term’s definition. By providing instances that fall within and outside the definition’s boundaries, researchers can solidify the understanding of the term’s specific meaning.
Considering Contextual Usage: Definitions should also take into account the specific context in which a term is used within the research project. By considering the surrounding text and research objectives, researchers can tailor definitions to precisely match the intended usage of the term.

Adhering to these facets of specificity allows researchers to create definitions that are precise, unambiguous, and clearly distinguishable from related terms. This precision is essential for ensuring the clarity, accuracy, and credibility of research findings.

Contextualization

In the context of “how to write definition of terms in research,” contextualization is a crucial aspect that ensures the accuracy and relevance of definitions. Definitions should not be isolated entities but rather should be tailored to the specific context in which a term is used within the research project. This involves considering the research question, the theoretical framework, and the intended audience, among other factors.

Research Question: The definition of a term should be directly relevant to the research question being investigated. The definition should help to clarify the key concepts and variables involved in the study.
Theoretical Framework: The definition of a term should be consistent with the theoretical framework that is guiding the research. The definition should reflect the theoretical assumptions and perspectives that are being employed.
Intended Audience: The definition of a term should be appropriate for the intended audience of the research. The definition should be clear and understandable to the readers of the research report.
Cultural and Historical Context: The definition of a term should take into account the cultural and historical context in which the research is being conducted. The definition should reflect the way that the term is used and understood within the specific cultural and historical context.

By considering the context in which a term is being used, researchers can create definitions that are accurate, relevant, and meaningful. Contextualization helps to ensure that definitions are not overly broad or narrow, and that they capture the intended meaning of the term. It also helps to avoid confusion and misunderstanding among readers.

Consistency

In the context of “how to write definition of terms in research,” consistency is a critical aspect that ensures coherence and clarity throughout the research project. Consistent definitions help to establish a unified understanding of key concepts and variables, enabling readers to follow the research without confusion or ambiguity.

Maintaining consistency in definitions involves using the same terms and phrases to refer to the same concepts throughout the research project. This includes not only the formal definitions provided in the introduction or methods section, but also the informal usage of terms in the discussion and analysis. By adhering to consistent definitions, researchers can avoid confusion and ensure that their findings are accurately interpreted.

Real-life examples of consistency in definition writing include using the same term to refer to a specific research variable or concept throughout the research paper. For instance, if the researcher defines “brand loyalty” as “the tendency of a consumer to repeatedly purchase products or services from a particular brand,” this definition should be consistently applied in all subsequent discussions and analyses of brand loyalty.

The practical applications of understanding the importance of consistency in definition writing extend beyond the immediate research project. Consistent definitions facilitate communication and collaboration among researchers, enabling them to build upon each other’s work and contribute to a shared body of knowledge. Moreover, consistent definitions enhance the credibility and transparency of research findings, as they allow readers to clearly understand the concepts and variables under investigation.

In the context of “how to write definition of terms in research,” coherence is a crucial aspect that ensures the logical consistency and integrity of the research project. Coherent definitions contribute to a clear and unified understanding of the key concepts and variables under investigation, enabling readers to follow the research without confusion or ambiguity.

Alignment with Research Question: Definitions should directly relate to the research question and align with the overall objectives of the study. Coherent definitions help to focus the research and ensure that the findings are relevant to the initial inquiry.
Theoretical Grounding: Definitions should be grounded in the theoretical framework that is guiding the research. Coherent definitions reflect the theoretical assumptions and perspectives that are being employed, ensuring that the research is theoretically sound.
Interconnectedness of Concepts: Definitions should be interconnected and form a cohesive network of concepts. Coherent definitions establish clear relationships between different terms and variables, allowing readers to understand how they interact and contribute to the overall argument or theory.
Logical Progression: Definitions should be presented in a logical and sequential manner, building upon each other to develop a comprehensive understanding of the research topic. Coherent definitions guide readers through the research, enabling them to follow the logical progression of ideas and arguments.

By adhering to these facets of coherence, researchers can create definitions that are logically consistent, theoretically grounded, and interconnected. Coherent definitions enhance the clarity, credibility, and impact of research findings, enabling readers to fully grasp the research argument or theory and its implications.

In the context of “how to write definition of terms in research,” relevance is a critical aspect that ensures the research is focused, meaningful, and directly addresses the research question. Relevant definitions establish a clear connection between the terms and concepts under investigation and the overall research objectives.

Real-life examples of relevance in definition writing include studies that investigate specific phenomena or concepts. For instance, a study on “consumer behavior towards sustainable products” requires definitions of “consumer behavior,” “sustainable products,” and related terms that are directly relevant to the research question. These definitions set the boundaries of the study and ensure that the findings are relevant to the specific topic being investigated.

The practical applications of understanding the importance of relevance in definition writing extend beyond the immediate research project. Relevant definitions facilitate communication and collaboration among researchers, enabling them to build upon each other’s work and contribute to a shared body of knowledge. Moreover, relevant definitions enhance the credibility and transparency of research findings, as they allow readers to clearly understand the scope and focus of the research.

In summary, relevance is a crucial aspect of definition writing in research as it establishes a clear connection between the terms and concepts under investigation and the overall research question. Relevant definitions provide a solid foundation for the study, leading to more precise and meaningful research findings. Understanding the importance of relevance enables researchers to conduct focused and meaningful research that directly addresses the research question and contributes to the advancement of knowledge.

FAQs on Writing Definitions of Terms in Research

This section provides answers to frequently asked questions (FAQs) about writing definitions of terms in research. These FAQs address common concerns and misconceptions, aiming to clarify key aspects of the process.

Question 1: Why is it important to define terms in research?

Defining terms establishes a shared understanding among readers, ensures precise discourse, and enhances the validity and reliability of research findings.

Question 2: What are the key aspects of writing effective definitions?

Effective definitions are clear, concise, accurate, objective, specific, contextualized, consistent, coherent, and relevant to the research question.

Question 3: How can I ensure that my definitions are clear and understandable?

Use simple and unambiguous language, avoid jargon and technical terms, and provide examples or non-examples to illustrate the meaning of the term.

Question 4: How can I avoid bias and personal interpretation in my definitions?

Refer to reputable sources, consider multiple perspectives, and use precise and neutral language to eliminate personal biases and ensure objectivity.

Question 5: How do I determine the appropriate level of detail for my definitions?

Consider the context of your research, the intended audience, and the purpose of the definition. Provide sufficient detail to convey the intended meaning without overwhelming the reader.

Question 6: How can I ensure that my definitions are consistent throughout my research project?

Create a glossary or reference list of all defined terms and refer to them consistently throughout your research. This ensures that the same terms are used to represent the same concepts.

These FAQs provide key insights into the process of writing effective definitions of terms in research. By addressing common questions and clarifying important aspects, they equip researchers with the knowledge and understanding necessary to enhance the clarity, accuracy, and credibility of their research.

In the following section, we will explore advanced techniques for writing definitions of terms in research, including strategies for handling complex or contested concepts.

Tips for Writing Effective Definitions of Terms in Research

This section provides practical tips to help researchers write clear, accurate, and effective definitions of terms in their research projects:

Tip 1: Use clear and concise language. Avoid jargon and technical terms that may not be familiar to your intended audience. Instead, use simple and straightforward language that conveys the meaning of the term precisely.

Tip 2: Define terms in the context of your research. Consider the specific purpose and scope of your research project when defining terms. This will ensure that your definitions are relevant and meaningful to your research question.

Tip 3: Use multiple definitions to provide a comprehensive understanding. For complex or contested concepts, consider providing multiple definitions from different sources or perspectives. This will give readers a more nuanced understanding of the term.

Tip 4: Provide examples and non-examples to illustrate the meaning of the term. This can help readers to better understand the scope and limitations of the term’s definition.

Tip 5: Use operational definitions to specify how the term will be measured or observed in your research. This will ensure that your research methods are aligned with your definitions.

Tip 6: Avoid circular definitions. Do not define a term using the same term or a synonym. This will not provide any additional information or clarity.

Tip 7: Use a consistent style and format for your definitions. This will make your research project easier to read and understand.

Tip 8: Get feedback on your definitions from colleagues or peers. This will help you to identify any areas for improvement and ensure that your definitions are clear and effective.

By following these tips, you can write effective definitions of terms that will enhance the clarity, accuracy, and credibility of your research project.

In the next section, we will explore the importance of contextualizing definitions in research, discussing how to consider the cultural, historical, and social context in which terms are used.

This article has provided a comprehensive overview of “how to write definition of terms in research,” exploring its significance, key aspects, and practical techniques. It emphasized the importance of clear, accurate, and relevant definitions in ensuring the validity and reliability of research findings.

The article highlighted several main points:

Researchers can employ various strategies to write effective definitions, such as using clear language, providing examples and non-examples, and considering the cultural and historical context.
Writing effective definitions is an iterative process that involves careful consideration, feedback, and revision to ensure clarity and accuracy.

In conclusion, the ability to write clear and effective definitions of terms is a fundamental skill for researchers. By adhering to the principles and techniques outlined in this article, researchers can enhance the clarity, precision, and credibility of their research projects, contributing to the advancement of knowledge and understanding.

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Glossary of Key Research Terms

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

Citation Information

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

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A formal definition is based upon a concise, logical pattern that includes as much information as it can within a minimum amount of space. The primary reason to include definitions in your writing is to avoid misunderstanding with your audience. A formal definition consists of three parts:

The term (word or phrase) to be defined
The class of object or concept to which the term belongs
The differentiating characteristics that distinguish it from all others of its class

For example:

Water ( term ) is a liquid ( class ) made up of molecules of hydrogen and oxygen in the ratio of 2 to 1 ( differentiating characteristics ).
Comic books ( term ) are sequential and narrative publications ( class ) consisting of illustrations, captions, dialogue balloons, and often focus on super-powered heroes ( differentiating characteristics ).
Astronomy ( term ) is a branch of scientific study ( class ) primarily concerned with celestial objects inside and outside of the earth's atmosphere ( differentiating characteristics ).

Although these examples should illustrate the manner in which the three parts work together, they are not the most realistic cases. Most readers will already be quite familiar with the concepts of water, comic books, and astronomy. For this reason, it is important to know when and why you should include definitions in your writing.

When to Use Definitions

"Stellar Wobble is a measurable variation of speed wherein a star's velocity is shifted by the gravitational pull of a foreign body."

"Throughout this essay, the term classic gaming will refer specifically to playing video games produced for the Atari, the original Nintendo Entertainment System, and any systems in-between." Note: not everyone may define "classic gaming" within this same time span; therefore, it is important to define your terms

"Pagan can be traced back to Roman military slang for an incompetent soldier. In this sense, Christians who consider themselves soldiers of Christ are using the term not only to suggest a person's secular status but also their lack of bravery.'

Additional Tips for Writing Definitions

Avoid defining with "X is when" and "X is where" statements. These introductory adverb phrases should be avoided. Define a noun with a noun, a verb with a verb, and so forth.

"Rhyming poetry consists of lines that contain end rhymes." Better: "Rhyming poetry is an artform consisting of lines whose final words consistently contain identical, final stressed vowel sounds."

Define a word in simple and familiar terms. Your definition of an unfamiliar word should not lead your audience towards looking up more words in order to understand your definition.
Keep the class portion of your definition small but adequate. It should be large enough to include all members of the term you are defining but no larger. Avoid adding personal details to definitions. Although you may think the story about your Grandfather will perfectly encapsulate the concept of stinginess, your audience may fail to relate. Offering personal definitions may only increase the likeliness of misinterpretation that you are trying to avoid.

Lesson 21: Definition of Terms

A word or phrase used to describe a thing or to express concept, especially In a particular kind of language or branch of study.

Guidelines in defining terms:

1. Definition of terms works like a glossary but have a different twist. It is placed on the beginning of the research paper to tell the meaning of the terms used in the said paper.

2. Only terms, words, or phrases which have special or unique meanings in the study are defined.

3. There are two types of definition of terms. Conceptual and Operational Terms.

Theoretical Definition are based be taken from encyclopedias, books, magazines and newspaper article, dictionaries, and other publications but the researcher must acknowledge his/her sources.

Conceptual Definition are based on how the researcher may develop his own definition from the characteristics of the term define.

4. The term should be arranged alphabetically .

5. When the definition are taken from encyclopedias, books, magazine and newspaper articles, dictionaries and other publications, the researcher must acknowledge his sources .

Definition of terms

Theoretical Definition

Knowledge - the fact or condition of knowing something with familiarity gained through experience or association.

Conceptual Definition

Knowledge - it is a condition of being aware to a certain problem-cyberbullying.

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Ai, ethics & human agency, collaboration, information literacy, writing process.

Research refers to a systematic investigation carried out to discover new knowledge , expand existing knowledge , solve practical problems , and develop new products, apps, and services. This article explores why different research communities have different ideas about what research is and how to conduct it. Learn about the different epistemological assumptions that undergird informal , qualitative , quantitative , textual , and mixed research methods .

What is Research?

Research may refer to

For most researchers, the first step in any research project involves strategic searching to learn what the current and best research, theory, and scholarship is on a topic .
scholars create knowledge by engaging in textual research , interpretation , and hermeneutics .
Ethnography
Participant Observation
Survey Research
“a systematic application of knowledge toward the production of useful materials, devices, and systems or methods, including design, development, and improvement of prototypes and new processes” (NSF n.d.)
a process, a research methodology , that follows the principles of lean design .

Key Words: Research Community ; Research Methodology ; Research Methods ; Epistemology

Why Does Research Matter?

Overall, research is essential for advancing knowledge, solving problems, informing decision-making, fostering innovation, and promoting critical thinking. It plays a crucial role in shaping the world we live in and the future we create.

Research allows us to better understand the world around us, from the fundamental workings of the universe to the intricacies of human behavior. By conducting research, scholars can uncover new information, develop new theories and models, and identify gaps in existing knowledge that need to be filled. This knowledge can help students and teachers to better understand the world around them and develop new solutions to the problems facing society.
Research helps us identify and solve problems. It can help us find ways to improve our health, protect the environment, reduce poverty, and develop new technologies.
Research provides important information that can inform policy decisions, business strategies, and individual choices. By studying trends, analyzing data, and conducting experiments, researchers can help us make better-informed decisions.
Research often leads to new technologies, products, and services. By pushing the boundaries of what is currently possible, researchers can inspire and fuel innovation.
Research teaches us to question assumptions, evaluate evidence, and think critically. These skills are important for students to develop because they enable them to become more informed and engaged citizens, able to make more informed decisions and contribute to society in meaningful ways.
Research experience can be an asset in many career fields, including academia, business, government, and nonprofit organizations. By conducting research as an undergraduate student, students can develop valuable skills and experience that can help them to succeed in their future careers.

Types of Research

The choice of research methods depends on the epistemological assumptions of the researchers and the practices of a particular methodological community , the research question , the type of data needed, and the resources available.

Epistemology and Research Communities

Investigators across academic disciplines — the humanities, social sciences, sciences, and the arts — share some common methods and values. For instance, in both workplace writing and academic writing , investigators are careful

to cite sources , particularly sources that have changed the conversation on a topic
to provide evidence for claims (as opposed to opinion or other forms of anecdotal knowledge .

Yet it is also important to note that different research communities also develop unique approaches to exploring and solving problems in their knowledge domains. Research communities develop different ways of conducting research because they face different problems and because they may have different epistemological assumptions about what knowledge is and how to measure it. For example, if a researcher believes that knowledge can only be gained through observation and empirical evidence , they may choose to use quantitative research methods such as experiments or surveys . Conversely, if a researcher believes that knowledge can also be gained through subjective experience and interpretation , they may choose to use qualitative research methods such as case study , ethnography or participant observation

While there are many nuanced definitions of epistemology , scholars have identified three major epistemological perspectives that inform the works of three research communities

The Scholars – aka Scholarship
The Positivists – aka Positivism
The Postpositivists – aka Postpositivism

Research & Mindset

Researchers are curious about the world. They embrace openness , a growth mindset , and collaboration . They undertake research projects in order to review existing knowledge and generate original knowledge claims about the topic , thesis, research question they are investigating. Research finds evidence.

Research Ethics

Researchers and consumers of research are wise to view research claims and research plans from an ethical perspective. Given human nature — such as the tendency to look for confirming evidence and ignore disconfirming evidence and to allow emotions to cloud reasoning — it’s foolhardy to disregard critical literacy practices when consuming the research of others.

Ethics are important to undergraduate students as researchers because ethics provide a framework for conducting research that is responsible, respectful, and accountable :

Ethics ensure that participants in research are treated with respect and dignity, and that their rights and well-being are protected. As a student researcher, it is important to obtain informed consent from participants, ensure their confidentiality, and minimize any potential harm or discomfort.
Ethics ensure that research is conducted with integrity and honesty. This means that data is collected and analyzed accurately, and that findings are reported truthfully and transparently.
Ethics help to build trust between researchers and the public. When research is conducted ethically, participants and the wider community are more likely to trust the findings and the researchers themselves.
Adhering to ethical standards in research can help students to develop important professional skills, such as critical thinking, problem-solving, and communication . These skills can be useful in a wide range of career fields, including academia, healthcare, and government.
Ethical research is a professional obligation. By conducting research ethically, students are fulfilling their obligations to the wider research community.

Research as an Iterative, Recursive, Chaotic Process

Research is commonly depicted on websites and textbooks on research methods as systematic work (see, e.g., Wikipedia’s Research page).

Depicting research as systematic work is certainly valid, especially in natural and social science research. For instance, scientists in the lab working with a virus like COVID-19 or Ebola aren’t going to play around. Their professionalism and safety is tied to rigorously following research protocols.

That said, it’s an oversimplification to suggest research processes are invariably systematic. Discoveries have emerged from basic research that have been wildly popular and useful real-world applications . (See, for example, 24 Unintended Scientific Discoveries — the video below). Scientists may begin researching hypothesis A but rewrite that hypothesis multiple times until they find hypothesis Z — something that explains the data. Then they go back and repackage their investigation, following ethical standards, for a wider audience.

Ultimately, because research is such an iterative process, the thesis or hypothesis a researcher began with may not be the one the researcher ends up with. The takeaway here is that research is a learning process. Research efforts can lead to unpredictable applications and insights. Research finds evidence. Ultimately, research is about curiosity and openness. The question that initiates a research effort may morph into other questions as researchers

dig deeper into the literature on the topic and become more conversant
endeavor to make sense of the data/information they have gathered during the conduct of the study.

Related Concepts

Research methods.

Research results— knowledge claims -—are important. But, how researchers claim to know what they know—their research methods and research methodology —are equally important.

During the early stages of a writing project, you can identify research questions worth asking by engaging in Information Literacy practices.

Using Evidence

Learn to summarize, paraphrase , and cite sources . Weave others’ ideas and words into your texts in ways that support your thesis/research question , information , rhetorical stance .

Hale, J. (2018). Understanding research methodology 5: Applied and basic research, PsychCentral . https://psychcentral.com/blog/understanding-research-methodology-5-applied-and-basic-research/

Applied Research, Basic Research

Research Methodology

Scholarship

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Joseph M. Moxley

Understand the difference between Applied Research and Basic Research.

As an investigator be sure to protect your research subjects and follow ethical standards. As a consumer of research, be mindful of when investigators may be exaggerating results, making claims...

Not all research methods are equal or produce the same kind of knowledge. Learn about the philosophies, the epistemologies, that inform qualitative, quantitative, mixed, and textual research methods.

Understand how to identify appropriate research methods for particular methodological communities, rhetorical situations, and research questions.

Scholarship is not just about memorizing facts or regurgitating information. It’s about developing a deep understanding of a subject, making connections across disciplines, and contributing to the ongoing conversation about...

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How to Write the Definition of Terms in Chapter 1 of a Thesis
Here are some guidelines in writing the Definition of terms: - Actually, there are two types of definition of terms to use on your research. - Conceptual meaning and Operational meaning - Conceptual terms/meanings are based on what a dictionary or an encyclopedia tells. - On the other hand, Operational terms/meanings are based on how the ...
PDF Definition of Key Terms in Your Dissertation: How to Decide What to
Let us pretend we are doing research on nurturing international business research through global value chains literature. You do not need to include definitions for research, business, international, global, etc. These terms are common knowledge and are mostly understood the same way by everyone.
2.2 Conceptual and operational definitions
2.2 Conceptual and operational definitions. Research studies usually include terms that must be carefully and precisely defined, so that others know exactly what has been done and there are no ambiguities. Two types of definitions can be given: conceptual definitions and operational definitions. Loosely speaking, a conceptual definition explains what to measure or observe (what a word or a ...
Academic Phrasebank
Defining terms. In academic work students are often expected to give definitions of key words and phrases in order to demonstrate to their tutors that they understand these terms clearly. More generally, however, academic writers define terms so that their readers understand exactly what is meant when certain key terms are used.
Defining Key Terms
Key terms are the "means of exchange" in disciplines. You gain entry into the discussion by demonstrating how well you know and understand them. Some disciplinary keywords can be tricky because they mean one thing in ordinary speech but can mean something different in the discipline. For instance, in ordinary speech, we use the word shadow ...
Glossary of Research Terms
Writing@CSU. Colorado State University; Glossary A-Z. Education.com; Glossary of Research Terms. Research Mindedness Virtual Learning Resource. Centre for Human Servive Technology. University of Southampton; Miller, Robert L. and Brewer, John D. The A-Z of Social Research: A Dictionary of Key Social Science Research Concepts London: SAGE, 2003 ...
In Need of Definition: How to Select Terms to Define in your
Introduction. One section that is often required in a dissertation is the "Definitions of Terms.". This gives your readers an understanding of the concepts or factors that will be discussed throughout your study, as well as contextual information as to how you will be using those concepts in your study. The "Definitions of Terms ...
How to Craft Compelling Definitions in Research: A Step-by-Step Guide
Tips for Writing Effective Definitions of Terms in Research. This section provides practical tips to help researchers write clear, accurate, and effective definitions of terms in their research projects: Tip 1: Use clear and concise language. Avoid jargon and technical terms that may not be familiar to your intended audience.
What Is a Glossary?
Revised on July 18, 2023. A glossary is a collection of words pertaining to a specific topic. In your thesis or dissertation, it's a list of all terms you used that may not immediately be obvious to your reader. Your glossary only needs to include terms that your reader may not be familiar with, and it's intended to enhance their ...
COMMON KEY TERMS IN ESSAY PROMPTS
by the use of this term in a particular context. Your writing should have clarity so that complex procedures or sequences of events can be understood, defining key terms where appropriate, and be substantiated with relevant research. Explore Adopt a questioning approach and consider a variety of different viewpoints. Where
Key Research Terms
hypothesis: a proposition which research sets out to prove or disprove: "experimental" where the hypothesis is a positive statement, or "null" where statement contains a negative. independent variable: a variable that researcher believes precedes, influences or predicts the dependent variable. informed consent: giving potential ...
Glossary of Key Research Terms
This glossary provides definitions of many of the terms used in the guides to conducting qualitative and quantitative research. The definitions were developed by members of the research methods seminar (E600) taught by Mike Palmquist in the 1990s and 2000s. ... For instance, this sort of t-test could be used to determine if people write better ...
Definitions
The term (word or phrase) to be defined. The class of object or concept to which the term belongs. The differentiating characteristics that distinguish it from all others of its class. For example: Water ( term) is a liquid ( class) made up of molecules of hydrogen and oxygen in the ratio of 2 to 1 ( differentiating characteristics ). Comic ...
PDF Glossary of Key Terms in Educational Research
research terminologies in educational research. It provides definitions of many of the terms used in the guidebooks to conducting qualitative, quantitative, and mixed methods of research. The terms are arranged in alphabetical order. Abstract A brief summary of a research project and its findings. A summary of a study that
Practical Research 1
Terms. A word or phrase used to describe a thing or to express concept, especially In a particular kind of language or branch of study. Guidelines in defining terms: 1. Definition of terms works like a glossary but have a different twist. It is placed on the beginning of the research paper to tell the meaning of the terms used in the said paper.
Q: How to write operational definition of terms?
The operational definition of terms is included in the Methods section. For example, an example of operational definition of the term "weight" of an object would be something like this: "weight refers to the numbers that appear when an object is placed on a weighing scale." For more detailed guidance on how to write operational definition of ...
Define Key Terms in Papers
Use one paragraph for each term, including dictionary definition and your own definition. Use a sentence format, such as follows. According to Webster (2001), the term troll is a noun that means "insert definition here." In this paper, the term troll is a verb that means "to collect" as in "to troll the internet for quotes."
DEFINITION OF TERMS // CHAPTER 1 OF RESEARCH
For videos discussing the other parts of the Research Paper, here are the links:WRITING THE RESEARCH TITLE - https://youtu.be/hkh9WIleVEMWRITING THE BACKGROU...
PDF Glossary of Writing Terms
Fake writing voice A writing voice that sounds overly academic, bland, or unnatural. Feasible Do-able; reasonable—given time, budgets, resources, and consequences. Field research An on-site scientific study conducted for the purpose of gathering raw data. First draft The initial writing in which the writing connects facts and details about
Using the Definition of Writing Terms
Diction: The choice of words, phrases, sentence structure, that the writer selects to create meaning. Editor: The professional hired to edit articles for a publication. Elegy: A sad, contemplative poem that is written to remember someone who has died. Embargo: Prohibition against publishing something on a specific day.
Research Definition
Research. Research refers to a systematic investigation carried out to discover new knowledge, expand existing knowledge, solve practical problems, and develop new products, apps, and services. This article explores why different research communities have different ideas about what research is and how to conduct it.
PDF Qualitative and Quantitative Research: Glossary of Key Terms
Terms This glossary provides definitions of many of the terms used in the guides to conducting qualitative and quantitative research. The definitions were developed by members of the research methods seminar (E600) taught by Mike Palmquist in the 1990s and 2000s. Accuracy: A term used in survey research to refer to the match
PDF Glossary of Common Research Terms
Glossary of Common Research Terms Term Definition Abstract This is a brief summary of a research study and its results. It should tell you why the study was done, how the researchers went about it and what they found. Action Research Action research is used to bring about improvement or practical change. A group of people who know about a
The Definitions Book: How To Write Definitions
Step 0 - Limit Your Definitions to a Single Concept. If you can't define the term in your mind to a single concept, then split the concepts into separate definitions. Think of report as both the sound of gunfire and calling the police to tell them about the sound of gunfire. That's two definitions.