Writing a research paper is not simply a matter of producing academic prose. A strong manuscript needs a defensible research question, a clear argument, credible evidence, appropriate methodology, accurate citations, a logical structure, and careful attention to the expectations of journals, supervisors, reviewers, or funding bodies. AI can help with parts of that process, but it can also create serious problems when used carelessly.
That is why the market for AI research writing platforms has become more specialized. Researchers are no longer looking only for tools that generate polished paragraphs. They need platforms that support academic reasoning, evidence evaluation, literature review, citation handling, manuscript feedback, revision planning, and submission readiness.
The Top AI Platforms for Writing Research Papers
1. QED Science – Best AI Platform for Writing Research Papers
QED Science is the strongest platform for researchers who want AI support that goes beyond writing assistance and into the deeper work of scientific evaluation. Its positioning is not built around producing generic academic text. It focuses on critical thinking, evidence assessment, manuscript review, and research decision-making, which makes it especially relevant for researchers preparing papers, reviews, proposals, or manuscripts that need to withstand serious scrutiny.
This distinction is important because many AI writing tools can help produce fluent paragraphs. Fewer tools are designed to help researchers evaluate whether the manuscript is intellectually strong. QED Science is valuable because it centers the review process: Are the claims supported? Is the evidence convincing? Are the arguments coherent? Are there weaknesses a reviewer may notice? Does the manuscript communicate its contribution clearly enough?
For researchers, this type of feedback can be more useful than another autocomplete system. The hardest part of writing a research paper is often not filling pages. It is refining the logic of the paper so that the introduction, methods, results, and discussion work together. QED Science is especially helpful when authors need to examine the strength of a manuscript before submission, improve responses to critique, or identify gaps in the evidence base.
QED Science is also relevant for research teams, supervisors, reviewers, and institutions because it supports a more rigorous and transparent relationship with AI. Rather than encouraging authors to generate text without accountability, it supports the evaluation of evidence and reasoning. This makes it a strong fit for academic environments where quality, integrity, and defensible claims matter more than speed.
Researchers working in complex fields such as biomedical science, public health, social science, engineering, and policy analysis may find QED Science particularly useful because these fields require careful interpretation of evidence. A polished paragraph is not enough if the paper overclaims, under-explains methods, or misses important limitations. QED Science helps authors focus on the quality of the thinking behind the manuscript.
Key Features
Evidence-focused manuscript review
Critical thinking support for scientific writing
Feedback on claims, reasoning, and argument strength
Support for research review and decision-making
Useful for pre-submission manuscript improvement
Helps identify weaknesses before peer review
Strong fit for research teams and academic authors
More rigorous than generic AI writing assistants
2. SciSpace
SciSpace is a strong platform for researchers who need support across literature discovery, reading, citation-backed writing, and manuscript development. It is especially useful for users who want to connect the writing process to a large research database rather than drafting from memory or relying on unsupported AI output.
One of SciSpace’s strongest advantages is its research-centered workflow. Researchers can search papers, understand difficult articles, generate literature review material, and write with citations. This makes it useful for students and researchers who need help moving from reading to synthesis. A literature review, for example, is rarely just a list of studies. It requires identifying themes, comparing findings, recognizing gaps, and explaining how existing work relates to a new research question.
SciSpace can support this process by helping users interact with papers more efficiently. It is particularly useful when researchers need to understand unfamiliar literature, summarize dense articles, or draft sections that require citation support. For early-stage projects, it can help users orient themselves in a field. For later-stage writing, it can help refine cited arguments and improve the flow of academic text.
The main caution is that researchers should still verify citations and interpretation. No AI writing tool should be trusted blindly, even when it is connected to academic sources. Authors need to confirm that each cited paper actually supports the sentence where it appears. They should also ensure that summaries preserve nuance, especially in fields where study design, sample size, statistical limitations, or conflicting evidence matter.
SciSpace is a strong fit for researchers who want an integrated academic workspace that connects literature search, reading, and writing. It may be especially valuable for students, PhD candidates, and researchers working on literature-heavy papers, systematic background sections, or interdisciplinary projects where reading efficiency matters.
Key Features
Literature review support
Research paper search and discovery
Cited academic writing assistance
PDF reading and explanation tools
Support for understanding dense research articles
Useful for literature-heavy manuscripts
Helps connect writing with source material
Strong fit for students and early-stage researchers
3. Jenni
Jenni is a popular AI academic writing assistant for researchers and students who need help with drafting, citation discovery, and writing flow. Its strength is the way it supports the actual act of writing. Many researchers know what they want to say but struggle to turn notes, sources, and ideas into a structured academic draft. Jenni helps reduce that friction.
The platform is especially useful for users who need writing momentum. It can suggest sentence continuations, help develop paragraphs, recommend citations, and support academic drafting without forcing users to leave the writing environment constantly. This can be valuable during early drafts, literature review sections, background writing, and conceptual framing.
Jenni’s citation support is also important. Academic writing often slows down because researchers need to move back and forth between drafting, searching, reading, and citation management. A tool that suggests relevant sources while writing can help researchers maintain flow, as long as authors verify every suggested reference carefully. Citation assistance should be treated as discovery support, not proof.
Jenni is a good fit for students, graduate researchers, and academic writers who need structured writing help but still want to remain in control of the manuscript. It is less suitable as a deep evidence-evaluation platform. Its value is strongest in drafting, expanding, clarifying, and citing academic prose.
For researchers who already have a research plan and source base, Jenni can make the writing process more efficient. It helps bridge the gap between having ideas and producing a coherent written draft. The final responsibility still remains with the author, but Jenni can reduce the time spent staring at a blank page or manually searching for supporting citations.
Key Features
Academic writing assistant
Drafting and sentence continuation support
Citation discovery while writing
Literature-informed writing workflows
Useful for essays, theses, and research papers
Helps improve writing momentum
Supports academic structure and flow
Good fit for students and graduate researchers
4. Paperpal
Paperpal is a strong AI academic writing platform for researchers who need editing, rewriting, language refinement, citation support, and submission readiness checks. Its value is especially clear for authors who already have a manuscript draft and want to improve clarity, academic tone, grammar, structure, and readiness before submission.
Many research papers are not rejected because the science is weak. Some are slowed down because the writing is unclear, the argument is difficult to follow, the manuscript does not match journal expectations, or the language creates unnecessary friction for reviewers. Paperpal helps address this layer of the writing process by focusing on academic editing and manuscript improvement.
The platform is especially useful for non-native English writers, early-career researchers, and authors preparing manuscripts for journals. Its features around grammar, paraphrasing, word reduction, translation, citation support, plagiarism checks, AI detection, and journal readiness make it a practical tool for final-stage manuscript preparation. It can help authors improve readability while preserving a formal academic style.
Paperpal is also useful because research writing often needs compression. Journal word limits force authors to express complex ideas clearly and efficiently. A tool that can reduce wordiness, clarify sentences, and improve structure can be valuable when preparing a manuscript for submission.
The main limitation is that Paperpal should not replace scientific judgment. It can improve expression, but it cannot decide whether the research question is important or whether the evidence supports the conclusion. Authors should use it as an editing and polishing layer, not as a substitute for methodological review.
Paperpal is best for researchers who have moved beyond the planning stage and need to turn a draft into a clearer, more submission-ready manuscript.
Key Features
Academic grammar and language editing
Contextual rewriting and paraphrasing
Word reduction and clarity improvement
Citation and reference support
Plagiarism and AI detection options
Submission readiness checks
Useful for manuscript polishing
Strong fit for journal preparation
5. Writefull
Writefull is a strong academic writing assistant for researchers who want language feedback based on patterns from scholarly writing. Its strength is not broad manuscript strategy or literature discovery. Its strength is improving academic expression, sentence structure, word choice, and style in a way that fits research writing.
This makes Writefull especially useful for authors who already know their content but want the language to sound more natural, precise, and appropriate for academic publication. Researchers often struggle with phrasing, concision, hedging, transitions, and discipline-appropriate expression. Writefull can help identify awkward wording, suggest improvements, and make academic prose clearer.
Writefull is particularly relevant for non-native English-speaking researchers and graduate students who want to improve their writing without making it sound overly generic. Academic writing has its own conventions, and tools trained around scholarly text can be more useful than general grammar checkers. The platform can support paraphrasing, copyediting, and sentence-level refinement in a manuscript or thesis.
The tool is also valuable for late-stage editing. After the argument, evidence, methods, and citations are in place, authors often need to improve readability and consistency. Writefull can support this stage by refining language and helping authors avoid clumsy or overly long phrasing.
However, Writefull should be understood as a language improvement tool rather than a complete research writing platform. It will not replace literature review, evidence evaluation, or manuscript logic review. Its strongest role is polishing the final written expression so that the research is easier to read and evaluate.
For researchers who need academic language support, Writefull remains one of the most relevant AI-assisted writing tools in 2026.
Key Features
Academic language feedback
Paraphrasing and copyediting support
Sentence-level writing improvement
Useful for non-native English writers
Helps improve clarity and concision
Supports thesis and manuscript writing
Strong fit for final-stage editing
Focused on scholarly writing style
Why Research Writing Needs More Than an AI Text Generator
The biggest mistake researchers can make with AI writing tools is treating manuscript writing as a pure language-generation problem. Academic writing is not only about producing readable sentences. It is about communicating evidence accurately, building an argument, showing methodological rigor, and positioning the work within a larger body of knowledge.
A research paper usually fails for reasons that are deeper than grammar. Reviewers may reject a manuscript because the research question is unclear, the literature review is incomplete, the methods do not support the conclusions, the discussion overclaims the findings, or the evidence is not placed in the right context. A tool that only improves sentence flow will not solve those problems.
This is why AI research platforms are becoming more specialized. The best ones help researchers think through the manuscript, not merely write around it. They may support tasks such as identifying missing evidence, evaluating argument structure, suggesting relevant literature, checking citation fit, improving clarity, or preparing for journal submission.
A useful AI platform for research writing should help answer questions such as:
Is the central claim supported by the evidence?
Does the literature review cover the right body of work?
Are the methods explained clearly enough?
Does the discussion overstate the results?
Are citations placed where they actually support the claim?
Is the manuscript structured in a way reviewers will understand?
Are there gaps that should be addressed before submission?
These questions are more important than whether a paragraph sounds polished. In research writing, credibility depends on the relationship between claims, evidence, and interpretation. AI should help strengthen that relationship.
The New Standard for AI-Assisted Academic Writing
The standards around AI-assisted academic writing are becoming stricter. Journals, universities, and preprint platforms increasingly expect researchers to verify AI-assisted content, disclose usage when required, and ensure that references, claims, and interpretations are accurate.
This creates a more serious evaluation framework for AI writing tools. Researchers should not only ask whether a platform can write quickly. They should ask whether it helps them write responsibly.
A strong AI research writing platform should support four principles.
Evidence Before Fluency
The tool should help researchers evaluate whether claims are supported rather than only making sentences sound smoother. Academic writing cannot be judged only by style.
Transparency Around Sources
If a tool suggests citations, those citations must be verifiable. Researchers should be able to inspect the paper, understand why it was recommended, and confirm that it supports the specific claim.
Discipline-Aware Feedback
Good research writing varies by field. A biomedical manuscript, humanities essay, engineering conference paper, and social science dissertation do not follow identical conventions. Useful tools should help with academic structure and reasoning, not only generic grammar.
Author Responsibility
AI can assist, but it cannot take responsibility for the research. Authors must verify references, check factual claims, revise critically, and follow institutional or journal policies on AI use.
This is where specialized academic tools have an advantage over broad writing assistants. They are more likely to support the actual research workflow: reading, reviewing, citing, revising, and preparing a manuscript for evaluation.
How to Use AI Responsibly When Writing Research Papers
AI tools can make research writing faster, but speed should never come at the expense of integrity. The most serious risks in AI-assisted academic writing include fabricated citations, unsupported claims, plagiarism, overconfident summaries, and failure to disclose AI use when required.
Researchers should treat AI as an assistant, not an author. It can help review structure, suggest wording, identify gaps, summarize literature, or improve readability. But the researcher must verify every claim, read the sources, check the methodology, and ensure the final interpretation is accurate.
A responsible workflow should include:
using AI to support specific tasks rather than generate an entire paper
verifying every citation manually
checking whether summaries match the original source
avoiding unsupported claims
disclosing AI use when required by the journal or institution
keeping human responsibility for the final manuscript
using AI feedback as a starting point, not a final decision
This is especially important because academic publishing depends on trust. Reviewers, readers, editors, and supervisors need confidence that the authors understand the work and stand behind the claims. AI can support that process only when used carefully.
The safest approach is to use different tools for different stages. A researcher might use one platform to review evidence quality, another to explore literature, another to draft, and another to polish language. This creates a stronger workflow than relying on one generic generator to do everything.
FAQs About AI Platforms for Writing Research Papers
Can AI write a full research paper?
AI can help draft sections, organize ideas, summarize sources, suggest citations, and improve language, but it should not be treated as an independent author. A research paper requires original judgment, accurate interpretation, verified evidence, and responsibility for claims. Authors must read the sources, check all references, ensure methodological accuracy, and follow journal or institutional policies on AI-assisted writing.
What is the best AI platform for writing research papers in 2026?
QED Science is the best AI platform for writing research papers in 2026 for researchers who want evidence-focused feedback, manuscript review, and critical thinking support. It is especially strong because it helps authors evaluate claims, reasoning, and evidence quality rather than only generating academic prose. That makes it more useful for rigorous manuscript development and pre-submission improvement.
What is the safest way to use AI for academic writing?
The safest way to use AI is to assign it limited, reviewable tasks. Use it to improve clarity, identify structure issues, summarize papers, suggest possible references, or provide feedback on argument flow. Do not rely on AI to invent claims, generate citations without checking them, or replace your understanding of the literature. Every AI-assisted sentence should remain under the author’s control.
How can researchers avoid fake AI-generated citations?
Researchers should manually verify every citation suggested by an AI tool. This means checking that the paper exists, reading the relevant section, confirming that the source supports the claim, and ensuring the citation details are accurate. Citation suggestions should be treated as discovery leads, not proof. Using academic databases and reference managers can reduce the risk of fabricated or misplaced references.
Are AI writing tools allowed in journals?
Journal policies vary. Some journals allow AI-assisted writing if authors disclose how the tool was used and take responsibility for the final content. Others restrict certain uses, especially generating figures, images, data, or large portions of text. Researchers should always check the target journal’s policy before submission and avoid listing AI tools as authors unless guidelines explicitly allow it.
What should students know before using AI for research papers?
Students should understand that AI can support writing but cannot replace learning, analysis, or original work. Many universities have academic integrity policies that define acceptable AI use. Students should ask instructors what is permitted, disclose usage when required, verify all sources, and avoid submitting AI-generated work as if it were entirely their own thinking.
Which stage of research writing benefits most from AI?
AI is often most useful during literature exploration, outlining, revision, editing, and pre-submission review. It can help clarify arguments, improve readability, identify missing evidence, and make writing more efficient. The most sensitive stages, such as interpreting results, drawing conclusions, and evaluating evidence, still require careful human judgment and domain expertise.
Most professional relationships do not fail because people dislike each other. They fail because follow-up gets sloppy, expectations stay vague, and nobody remembers the last useful conversation. Good contact habits keep relationships alive without making them feel forced. This guide on building effective professional relationships shows why trust, communication, and consistency matter in long-term work connections.
The basics sound simple. Be useful. Be clear. Keep promises. Still, many people forget the boring parts, and the boring parts are usually where relationships are won.
Why Contact Habits Matter
A strong network is not just a list of names. It is a group of people who know what you do, trust your judgment, and feel comfortable speaking with you again.
That only happens when contact is thoughtful. Random check-ins with no purpose can feel awkward. Silence for two years followed by a favor request feels worse. The middle ground is simple: stay present in ways that make sense.
Good contact habits help professionals remember context, offer value, and follow up at the right time. That could mean sharing a useful article, making an introduction, sending a quick congratulations, or checking in after a project ends.
The goal is not constant communication. The goal is steady relevance.
Contact Mistakes That Weaken Relationships
Weak follow-up can damage a connection even when the first interaction went well. The table below shows common mistakes and better alternatives.
Contact mistake
What it looks like
Better approach
Reaching out only when you need something
“Can you help me with this?” after years of silence
Stay in touch with light, useful updates
Forgetting past context
Asking the same questions again
Keep short notes after important talks
Overdoing check-ins
Sending messages with no purpose
Reach out when there is a clear reason
Ignoring boundaries
Pushing for a reply too often
Give people space and use respectful timing
Being too vague
“Let’s connect sometime”
Suggest a clear, simple next step
Failing to follow through
Promising an intro, then forgetting
Track small commitments
Relationships get stronger when people feel remembered, not managed.
How Contact Research Supports Better Conversations
Sometimes a professional relationship starts with a warm introduction. Other times, it begins with careful research. In either case, knowing who someone is, what they do, and why a conversation may matter helps avoid generic outreach.
Around the middle of relationship building, a reliable way to confirm professional background can help you keep context straight. A platform for finding contact information can support this when you need to understand a person’s role, company, or public profile before reaching out.
That does not mean every connection should become a campaign. Please do not turn human relationships into a dashboard with shoes. The point is to be more prepared, more relevant, and less likely to waste someone’s time.
Simple Contact Rules for Stronger Relationships
Better relationships usually come from small repeatable habits:
Keep notes after important conversations.
Follow up when you say you will.
Share something useful before asking for help.
Respect slow replies and busy periods.
Make introductions only when both sides benefit.
Keep messages short and specific.
Thank people when they help you.
These habits do not require a complicated system. They require attention.
A Practical Contact Routine
Use a simple routine to maintain important professional relationships without turning it into a full-time job.
List the people who matter most to your current work.
Add one short note about your last meaningful interaction.
Mark any promise, introduction, or follow-up you owe.
This routine keeps relationships from fading without making communication feel robotic.
Why Contact Should Feel Human
People can tell when a message exists only to extract value. They can also tell when someone took a moment to remember who they are.
Good professional relationships need respect, timing, and genuine interest. A useful contact habit is not about pushing more messages into the world. It is about making each message easier to welcome.
The best messages often sound simple: “I remembered our conversation about this and thought you might find it useful.” That kind of note does more than keep the door open. It shows care.
Conclusion: Contact Builds Trust Over Time
Contact is the rhythm behind strong professional relationships. Too little, and people drift. Too much, and people tune out. The right amount keeps trust alive.
Professionals who keep useful notes, follow through, and reach out with purpose tend to build stronger networks over time. Good contact habits do not make relationships transactional. They make them easier to maintain, and that is where long-term trust begins.
Daily writing prompt
What are the biggest mistakes people make when visiting your country?
Artificial intelligence is reshaping creative writing, and one of its most innovative applications is erotica AI. Powered by advanced language models, this technology can create romantic and adult-themed stories from simple prompts. Rather than replacing human writers, erotica AI serves as a creative assistant, helping users develop plots, design characters, and experiment with narrative styles.
Sensual storytelling has been a part of human culture for centuries, appearing in literature, poetry, and art. AI-driven erotica introduces interactivity to the experience. Users can guide the story’s progression, influence character decisions, and adjust emotional intensity throughout the narrative. This creates a more personalized, immersive, and dynamic reading experience compared to traditional fiction.
Accessibility is a major reason for the growing popularity of erotica AI. Writing adult fiction often demands creativity, skill, and significant time. AI platforms simplify the process by transforming brief prompts into full scenes, generating realistic dialogue, and ensuring narrative consistency. Beginners can explore storytelling confidently, while experienced writers can save time and experiment with new ideas.
Customization is another key feature. Many AI storytelling systems track character traits, previous events, and narrative choices, allowing stories to evolve naturally across multiple sessions. Users can also adjust pacing, tone, and writing style, turning AI into a collaborative creative partner rather than a simple text generator.
Certain platforms specialize in interactive AI fiction. For instance, NovelX provides tools for immersive narrative creation. Writers often explore features like best sex story here www.novelx.ai, where AI-powered environments encourage creativity and personalized storytelling.
Ethical considerations are also important. Responsible use, content moderation, and adherence to digital regulations ensure that adult storytelling remains safe and appropriate. Developers strive to balance creative freedom with necessary safeguards.
From a technical perspective, erotica AI advances natural language processing. Generating realistic narratives requires understanding emotional nuance, dialogue flow, and character interactions. These improvements also enhance AI applications in entertainment, marketing, and media.
Looking forward, technologies like voice-assisted interaction, adaptive storytelling, and virtual reality could make AI-driven narratives even more immersive. Interactive fiction may become increasingly dynamic and engaging.
In summary, erotica AI demonstrates how artificial intelligence can expand creative possibilities. By combining human imagination with machine intelligence, it opens new opportunities for personalized, interactive, and modern adult storytelling.
Daily writing prompt
How do you stay motivated when learning something new?
One of the hardest parts about self-publishing in 2026 is accepting a frustrating reality:
A good book does not automatically succeed on Amazon.
Many self-published authors spend months writing, editing, formatting, and publishing their books, only to see very few sales after launch. In many cases, the problem is not the quality of the book itself.
The real issue is visibility.
Amazon KDP has become extremely competitive across almost every category, including:
If a newly published book receives very little interaction early on, Amazon has fewer signals suggesting that readers are interested in it. As a result, the book may struggle to rank organically for important keywords.
This creates a difficult cycle for many authors.
Without visibility, it becomes hard to get sales.
Without sales, it becomes hard to gain visibility.
That is why launch strategy matters so much.
One major factor that influences book performance is social proof. Readers often judge books within seconds based on:
Even strong books can lose potential buyers if the listing does not immediately build trust.
This is especially important for authors running Amazon ads. Ads can bring traffic to a book listing, but if the listing itself does not convert well, advertising quickly becomes expensive and unprofitable.
Many successful self-published authors spend considerable time improving:
• their reviews • their covers • their descriptions • their keywords • their launch strategy
before scaling advertising aggressively.
Another common mistake is assuming that publishing alone is enough.
In reality, publishing is only the beginning.
Authors today often need to think about discoverability, reader trust, conversion optimisation, and long-term ranking strategy if they want their books to perform consistently on Amazon.
This is one reason why review and reader-feedback platforms have become increasingly popular within the self-publishing space. Different platforms approach reviews, reader systems, and launch support differently depending on their model and audience.
Ultimately, many books fail on Amazon not because they are poorly written, but because they never build enough momentum for readers and Amazon’s algorithm to notice them properly.
The authors who usually succeed long term are the ones who understand that self-publishing is not only about creating a good book — it is also about creating enough visibility and trust for readers to actually discover it.
Daily writing prompt
What are the biggest benefits of minimalist living?
Observational studies form a cornerstone of epidemiological research, offering critical insights into disease patterns, risk factors, and health outcomes in real-world settings. Unlike experimental designs such as randomized controlled trials, observational studies examine associations without manipulating exposures, making them particularly valuable for studying long-term effects, rare conditions, and ethically sensitive topics. However, the inherent complexity and susceptibility to bias in observational designs necessitate rigorous and transparent reporting.
To address these challenges, the STROBE (Strengthening the Reporting of Observational Studies in Epidemiology) Statement was developed. It provides a structured framework for reporting observational studies, including cohort, case-control, and cross-sectional designs. This essay examines the origins, structure, components, significance, and implications of the STROBE guidelines, highlighting their role in enhancing the quality and reliability of epidemiological research.
The Importance of Observational Studies
Observational studies are indispensable in public health and clinical research. They are particularly useful when:
Randomization is impractical or unethical
Long-term exposure effects need to be studied
Rare outcomes or conditions are investigated
Population-level trends are analyzed
For example, associations between smoking and lung cancer, environmental exposures and health outcomes, and lifestyle factors and chronic diseases have largely been established through observational research.
Despite their value, observational studies are prone to various biases, including selection bias, information bias, and confounding. These limitations make transparent and comprehensive reporting essential for accurate interpretation and critical appraisal.
Need for Reporting Guidelines: Emergence of STROBE
Before the introduction of STROBE, observational studies were often reported inconsistently, with key methodological details omitted or poorly described. This lack of transparency hindered the ability of researchers and policymakers to evaluate study quality and applicability.
The STROBE Statement was developed in response to these challenges by an international collaboration of epidemiologists, methodologists, statisticians, and journal editors. Its primary objective is to improve the reporting of observational studies, ensuring that they are presented clearly, completely, and transparently.
STROBE does not prescribe how studies should be conducted; rather, it focuses on how they should be reported. This distinction is crucial, as it allows flexibility in research design while promoting consistency in communication.
Overview of the STROBE Guidelines
The STROBE Statement provides a 22-item checklist that outlines essential elements to be included in reports of observational studies. These items are organized according to the standard structure of a scientific paper:
Title and abstract
Introduction
Methods
Results
Discussion
Other information
Separate checklists are available for different study designs:
Cohort studies
Case-control studies
Cross-sectional studies
Conference abstracts
This tailored approach ensures that the guidelines are relevant to the specific methodological features of each design.
Key Components of the STROBE Checklist
1. Title and Abstract
The title and abstract should clearly indicate the study design and provide a balanced summary of the research. This transparency allows readers to quickly understand the nature and scope of the study.
2. Introduction
The introduction should include:
Background and rationale
Specific objectives or hypotheses
Authors are encouraged to explain the scientific context and significance of the study, providing a clear justification for its conduct.
3. Methods
The methods section is a critical component of the STROBE checklist and includes detailed reporting of:
Study Design
Authors should describe the design (cohort, case-control, or cross-sectional) early in the paper.
Setting
Details about the study setting, locations, and relevant dates should be provided.
Participants
Eligibility criteria, recruitment methods, and selection processes should be clearly described.
Variables
Definitions of exposures, outcomes, confounders, and effect modifiers should be specified.
Data Sources and Measurement
Authors should explain how data were collected and measured, including tools and instruments used.
Bias
Potential sources of bias should be identified, along with strategies used to address them.
Study Size
Explanation of how the sample size was determined.
Quantitative Variables
Handling of quantitative data, including categorization and transformations.
Statistical Methods
Detailed description of statistical analyses, including methods for controlling confounding and assessing interactions.
4. Results
The results section should provide a comprehensive account of study findings, including:
Participants
Number of individuals at each stage of the study, including reasons for non-participation.
Descriptive Data
Baseline characteristics of study participants.
Outcome Data
Summary of outcomes and exposures.
Main Results
Effect estimates, confidence intervals, and statistical significance.
Other Analyses
Subgroup analyses, sensitivity analyses, and additional findings.
The use of tables and figures is encouraged to enhance clarity.
5. Discussion
The discussion should include:
Summary of key findings
Interpretation in the context of existing literature
Discussion of limitations and potential biases
Generalizability of results
Authors are expected to provide a balanced interpretation, acknowledging both strengths and weaknesses.
6. Other Information
This section includes:
Funding sources
Conflicts of interest
Ethical considerations
Transparency in these areas is essential for maintaining trust in research.
Significance of STROBE Guidelines
1. Enhancing Transparency
STROBE promotes detailed and systematic reporting, enabling readers to fully understand how studies were conducted and analyzed.
2. Facilitating Critical Appraisal
By standardizing reporting, STROBE allows researchers and reviewers to assess study quality more effectively, identifying potential biases and limitations.
3. Supporting Evidence-Based Practice
Observational studies often inform public health policies and clinical guidelines. Improved reporting ensures that such decisions are based on reliable evidence.
4. Promoting Reproducibility
Comprehensive reporting enables other researchers to replicate studies or build upon existing findings, contributing to cumulative knowledge.
Comparison with Other Reporting Guidelines
STROBE is part of a broader ecosystem of reporting standards:
CONSORT – Randomized controlled trials
PRISMA – Systematic reviews
TREND – Nonrandomized intervention studies
CARE – Case reports
Each guideline addresses a specific study design, ensuring that all forms of research are reported with appropriate rigor. STROBE complements these guidelines by focusing on observational research, which constitutes a large proportion of epidemiological studies.
Challenges in Implementation
Despite its benefits, the implementation of STROBE faces several challenges:
1. Limited Awareness
Not all researchers are familiar with STROBE, leading to inconsistent adoption.
2. Variability in Journal Requirements
While many journals endorse STROBE, enforcement varies, resulting in uneven compliance.
3. Complexity of Observational Studies
The diversity of observational designs can make it challenging to apply a standardized checklist universally.
Future Directions
To enhance the impact of STROBE, several steps can be considered:
Increased training and awareness among researchers
Mandatory checklist submission by journals
Development of extensions for specialized study types
Integration with digital tools and reporting platforms
These efforts will ensure that STROBE remains relevant in an evolving research landscape.
Conclusion
The STROBE Statement represents a major advancement in improving the reporting of observational studies in epidemiology. By providing a comprehensive and flexible framework, it addresses the challenges of transparency, bias, and methodological complexity inherent in observational research.
As the demand for real-world evidence continues to grow, the importance of well-reported observational studies cannot be overstated. STROBE ensures that such studies are communicated with clarity, rigor, and accountability, thereby strengthening the foundation of evidence-based practice.
For researchers, adherence to STROBE is both a professional responsibility and an opportunity to enhance the impact of their work. Its widespread adoption will continue to improve the quality, credibility, and utility of epidemiological research worldwide.
References
von Elm, E., Altman, D. G., Egger, M., Pocock, S. J., Gøtzsche, P. C., Vandenbroucke, J. P., & STROBE Initiative. (2007). The Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) statement: Guidelines for reporting observational studies. PLoS Medicine, 4(10), e296.
Dehalwar, K., & Sharma, S. N. (2023). Fundamentals of research writing and uses of research methodologies. Edupedia Publications Pvt Ltd.
Dehalwar, K., & Sharma, S. N. (2024). Social injustice inflicted by spatial changes in vernacular settings: An analysis of published literature. ISVS e-journal, 11(9).
Jain, S., Dehalwar, K., & Sharma, S. N. (2024). Explanation of Delphi research method and expert opinion surveys. Think India, 27(4), 37-48.
Sharma, S. N., & Dehalwar, K. (2023). Ethnographic Study of Equity in Planning–Case of Slums of Ranchi. Available at SSRN 5400581.
Sharma, S. N. Research Onion: Understanding the Layers of Research Methodology. Track2Training
Sharma, S. N., & Dehalwar, K. (2025). A systematic literature review of pedestrian safety in urban transport systems. Journal of Road Safety, 36(4).
Daily writing prompt
What place in the world do you never want to visit? Why?
Finding the right attorney after a car accident in Las Vegas can significantly influence the outcome of your legal case. A top lawyer will navigate the complexities of the legal system, deal with insurance companies, and ensure you receive fair compensation for your injuries and losses. As you look for legal representation, understanding what separates the best lawyers from the rest is vital.
Those involved in car accidents should seek legal professionals who not only specialize in auto accidents but also possess a deep understanding of Nevada’s traffic laws and the nuances of personal injury claims. In this article, we will delve into what attributes to consider when selecting a car accident lawyer in Las Vegas to represent your interests effectively.
Qualifications and Experience of a Skilled Car Accident Lawyer in Las Vegas
When determining a lawyer’s ability to handle your case, their qualifications and experience are among the first factors to consider. The best car accident lawyers are typically those who have spent years practicing personal injury law, with a focus on motor vehicle accidents. They understand the relevant state and federal laws, procedural rules, and have a track record of navigating the intricacies of car accident cases.
An attorney’s qualifications may include a juris doctor (JD) from a well-regarded law school, admissions to the state bar, and possibly additional certifications in personal injury law. Their experience should comprise not just years of practice, but also actual courtroom experience and familiarity with settlement negotiations. More so, knowledge of the specific types of accidents that occur in the Las Vegas area—like those involving rental cars or out-of-state drivers—can be an invaluable asset.
Prospective clients should seek lawyers who can demonstrate their expertise through past cases, specialized training, or recognition by their peers. best car accident lawyer in Las VegasFor actionable guidance, look at the attorney’s professional profiles, verify their credentials, and consider their specialized knowledge in car accident cases before making a decision to hire them.
Assessing Track Records and Client Testimonials for Las Vegas Attorneys
The success rate and client satisfaction are critical indicators of an attorney’s effectiveness in car accident cases. A solid track record of favorable settlements or verdicts can showcase a lawyer’s negotiation and litigation skills, which are key in securing the best outcomes for clients.
While browsing through attorney profiles and firm websites, pay attention to the cases they’ve won and the types of compensation they’ve secured for their clients. Client testimonials and reviews can provide firsthand insights into others’ experiences, offering a glimpse into how a lawyer operates from the client’s perspective.
Asking for references and reviewing independent ratings can further help measure an attorney’s reputation and reliability. Prospective clients should inquire about similar cases the lawyer has handled and confirm that they have compelling success stories, reflecting their ability to adeptly manage varying complexities within car accident claims.
Understanding the Approach to Car Accident Cases in Las Vegas
Each lawyer has a unique approach to handling car accident cases, and it is essential that their style aligns with your expectations and needs. A renowned car accident lawyer will have a well-defined strategy tailored to the specific circumstances of your case, informed by local laws and regulations.
The approach may involve a thorough investigation of the accident, engagement with forensic experts, and a detailed assessment of all incurred and potential damages. A lawyer skilled in negotiation will also have developed a judgement on when to settle or proceed to trial, balancing assertiveness with pragmatism.
Evaluating the attorney’s strategic approach can be done during an initial consultation. This meeting offers the opportunity to ask questions about their methods, discuss potential strategies for your case, and understand how they foresee the case progressing, giving you a basis for deciding if they are the right fit for your needs.
Communication and Transparency: Key Traits of an Effective Legal Advocate
Effective communication and transparency are indispensable traits for a car accident lawyer. You want a legal advocate who will keep you informed at every stage of the process, explain complex legal terms in understandable language, and be forthright about the prospects and challenges of your case.
An attorney’s commitment to transparency can often be gleaned from their willingness to discuss their fees, case management processes, and communication channels openly. Accessibility is another vital aspect; your lawyer should be responsive to your calls or emails, providing timely updates and being available to discuss any concerns or questions you may have.
Prioritize choosing a lawyer who emphasizes clear communication and who will make themselves available to address your needs throughout the case. A consultative meeting should give you a sense of the lawyer’s communication style—whether they are attentive, clear, and willing to establish a collaborative relationship.
Ultimately, selecting the right car accident lawyer in Las Vegas is a balance of assessing qualifications, evaluating track records, understanding their strategic approach, and ensuring open communication. By considering these factors, you can entrust your case to a professional who is well-equipped to advocate for your rights and interests, guiding you towards the most favorable legal outcomes.
Babalola, O. I., Alao, O. G., & Akintola, M. A. (2026). Gender and Academic Resilience as predictors of Academic Stress among In-School Adolescents in Ibadan, Oyo state, Nigeria. International Journal of Research, 13(3), 53–71. https://doi.org/10.26643/ijr/5
The current study examined the extent to which gender and academic resilience are predictors of academic stress in adolescents pursuing secondary education in Ibadan, Oyo State, Nigeria. The objectives were to (i) determine the relationship between academic resilience and academic stress, (ii) determine the degree to which gender predicts academic stress, and (iii) determine gender-based differences in academic stress.
Academic stress is an over-riding problem of adolescents, and it is largely due to the pressure of examinations, academic workload, parental expectations and school demand. According to previous literature, academic resilience serves as a protective factor in stress response and that female students are more likely to report high levels of stress, although there is a wide range of empirical evidence across cultures and educational settings, especially in the Nigerian secondary school setting.
The survey design used was a correlational, descriptive survey. The sample consisted of 100 adolescents who were chosen through a simple random sampling method. Measurements were made using Academic Resilience Scale (ARS-30) and Academic Stress Inventory. Pearson product-moment correlations, multiple regression, and independent samples t-tests were used, with a significance level of 0.05.
The results of the analyses showed no statistically significant correlation between academic stress and academic resilience. Gender was also not a major predictor of academic stress. However, the independent samples t-test showed that the difference between the academic stress levels between genders was statistically significant, but only slightly with male students reporting slightly high academic stress levels compared to female students.
The results indicate that academic resilience may not have a pronounced effect on academic stress in the analysed group, and gender is not a very relevant predictor. These findings challenge existing assumptions about the universal buffer effect of resilience on stress and the reliability of gender-based differences in academic stress.
The following recommendations, in turn, are offered in the study: the delivery of individualised counselling services, adoption of balanced academic policies, the use of gender-neutral stress-management interventions, increased parental involvement, and additional research on contextual determinants of academic stress in adolescents.
Stress is a psychological activity that destablise the reasoning, thinking and behaviour of an individual. It is not age bound as it is experienced at every age group. During adolescence, academic stress has been a critical problem for adolescents at the secondary level of education. Academic stress is the transient experience of pressure, anxiety, or distress related to achieving academic goals (Pascoe et al. 2020). It is the anxiety and pressure associated with schooling and education (Sudiksha et al., 2024). It usually arises as a result of the imbalance between academic duties and social performance. According to Galloway, et al. (2013) explained that students who do heavy homework at home do not have enough time to socialize with their peers and might not have some life skills necessary to accomplish some essentials of life. Adolescents can experience academic stress when they are concerned about their capacity to cope with the academic demands (Lazarus and Folkman, 1984). It is very important to note that academic stress among adolescents can relatively be influenced by their relationship with teachers, the personality of teachers, pressure to excel in exams, the need to complete schoolwork within a given period, and the overall atmosphere of the school. Notwithstanding, participation in co-curricular activities such as debates, quizzes, speeches, music, dance, and arts can help alleviate stress and improve student performance. Whilst continuous tests, grades, the demand for success, and external expectations are the primary sources of stress for senior In-School Adolescents. Addressing academic stress among In-School Adolescents is important given its potentially serious effects on educational attainment and wellbeing. High levels of academic stress are associated with poorer examination performance, mental wellbeing, affect, sleep, confidence, motivation, and even physical health (Shankar and Park, 2016). In their study A Study on Academic Stress among Senior In-School Adolescents, Sudiksha et al (2024) found out that some of the causes of academic stress among adolescents are examination, test, assignment, parental expectations, competition with peers among others. The expectations of teachers and parents seem a source of burden to students. Hosseinkhani et al. (2019) opined that many parents had very high expectations from their children, such as being the best students in school and involving in all school competitions. Also, teachers display unprofessional and disrespectful behaviour by mocking students in front of others and use inappropriate terms in class. Reddy et al. (2018) further stated that parents and schools relentlessly instill the fear of failure in students which consequently affects their self-esteem and confidence. Sudiksha et al. (2024) further suggested that in helping adolescents managing academic stress, counseling service is crucial. Well, not just mere counseling but a resilient and holistic approach to counseling adolescents will help in managing academic stress among the adolescents. Some researches has revealed that female students are more prone to academic stress than their male counterparts (Calagus, 2011; Busari and Omoponle, 2018; Karaman et al., 2019). However, Dhakkal (2013) found that there is no relationship between gender and academic stress and could not pinpoint a significant gender difference in the level of academic stress. In some other studies, it was found that male students experience high level of academic stress and less coping mechanisms than the female students (Chen et al., 2009; Vijaya and Karunakaran, 2013; Rushmi, 2024).
Adolescents are not immune to stressful situations be it academic or non academic. There are many situations that may trigger stress among the adolescents which may include teasing, bullying, disagreements with peers or adults, competition with peers, assignments, tests and class presentations, transitioning from one school to another, etc. In any given stressful situations adolescents find themselves, it is very essential to build resilience.
The concept of Academic resilience is relative, as there has not been a firm or exact definition for its concept. The term Academic resilience has been well understood by various definitions from different perspectives. Academic resilience is not a simple task, as it involves a complex and broad concept which can usually be mixed up with other terms (Pina Lopez, 2015). It can be used to explain different terms, attitudes, and behaviors in the face of academic challenges (Fernandes de Araujo and Bermudez, 2015). It is even becoming harder for researchers to try to provide a standard and acceptable definition (Vinnacia et al., 2007). It emerges as a term within a lot of social sciences (Cichetti and Curtis, 2007) such as Psychology, Anthropology, Sociology and Education. In the 1980s, researchers often used the word “invulnerable” with the attention to describe those people who were able to maintain a positive aspect of view despite negative circumstances (Dimakos and Papakonstantinopoulou, 2012). Margalit (2004) points out that it is not a trait, but a process that involves internal and external factors. Masten (2011) defined it as the capability that students have in order to deal with important threats which can undermine their expected and normal progress and development in their academic journey. It is the capacity to adapt well when faced with adversity or stress in school related works. It helps students stave off the potential negative psychological effects of challenging experiences (Howley-Rouse, 2020). There are various essential abilities associated with academic resilience which are emotional regulation, impulse control, causal analysis, empathy, realistic optimism, self efficacy and opportunity seeking.
Resilient adolescents see academic or social stress in a positive way which enables them to increase their effort and develop new strategies towards achieving their goals. They tend to develop a growth mindset and show minimal problematic behaviours. This is because resilient people display the courage and motivation to face problems and difficulties accurately (rather than denying or exaggerating them) and maintain a positive mindset and the confidence to persevere (Howley-Rouse, 2020)
Academic resilience also contributes to productivity of adolescents as it fosters their beliefs that they have the ability to influence the external factors that contribute to their academic journey. Resilient students are high in autonomy and self-efficacy – they experience feelings of confidence and believe that things will work out. This sense of personal control gives adolescents an advantage in making changes when faced with difficulty and it can moderate the effect of adversity on wellbeing. (Howley-Rouse, 2020). Though fluctuates at different ages and developmental stages, and across different contexts, It is not a character trait that adolescents are born with, but is a developmental process mostly influenced by adolescents’ experiences and relationships. Importantly for Counselors, this means that academic resilience can be learned and developed among In-School studentss in Ibadan, Oyo state.
1.2 Statement of the Problem
The problem of academic stress has become an increasingly relevant concern among adolescents in secondary school, especially at a point where the academic demands and social expectations meet with developmental changes. Young people in Ibadan, Oyo State, are exposed to a lot of academic stressing pressure due to exams, constant tests, school work, parental pressure, teacher pressure, and peer pressure. These stressors are evidenced by a development phase characterised by emotional, cognitive and social changes making adolescents particularly vulnerable to stress-related problems that may interrupt school academic achievements, mental health, motivation, self-esteem and general adaptation to school life.
Although more and more attention is paid to academic stress and its negative outcomes, teenagers do not have a homogenic perception and response to stress. The evidence on gender differences in academic stress is not conclusive; other studies carried out in advance found contradicting evidence with some indicating that female students have a higher level of academic stress and male students have more academic stress and other studies found no significant difference in the academic stress between male and female students. This contradiction renders knowledge gap on the issue of how gender can be used as a predictor of academic stress particularly in the Nigerian context as well as among in-school adolescents in Ibadan.
At the same time, it has been found that academic resilience is one of the central protective factors that allow adolescents to overcome academic challenges and stressors. Adolescents who are resilient have better emotional control, are consistently optimistic, never give up in the face of adversity, and use adaptive coping strategies to fulfil their academic needs. However, even though the academic resilience has received a lot of literature coverage, there is still little empirical evidence on its predictive ability of academic stress in in-school adolescents in Ibadan, Oyo State, and its possible buffering role on academic pressure in this context.
The research gap lies in having an insufficient knowledge of the combined and separate predictive condition of gender and academic resilience with respect to academic stress among in-school adolescents in Ibadan. Without the presence of strong evidence that will outline these relationships, counsellors, educators, school administrators and policymakers will face challenges in formulating specific, effective and contextual relevant interventions to manage academic stress and promote the wellbeing of adolescents. This research gap needs to be considered in order to create comprehensive, resilience-oriented counselling and school-based interventions to help adolescents overcome academic pressures without compromising their psychological health and academic performance.
1.3 Purpose of the Study
The overall purpose of this study is to evaluate the extent to which gender and academic resilience predicts academic stress of married people living in the Abeokuta North Local Government, Ogun State, Nigeria. Specifically, the research attempts to:
Assess if there is any significant relationship between Academic Resilience and Academic Stress among In-school Adolescents in Ibadan, Oyo State.
Examine if gender significantly predict academic stress among In-School adolescents in Ibadan, Oyo State.
Evaluate any significant difference on Academic Stress among In-School Adolescents in Ibadan, Oyo State, based on Gender (Male and Female)?
1.4 Research Questions
Is there significant relationship between Academic Resilience and Academic Stress among In-School Adolescents in Ibadan, Oyo State?
Does gender significantly predict academic stress among In-School Adolescents in Ibadan, Oyo state?
Is there any significant difference on Academic Stress among In-School Adolescents in Ibadan, Oyo State, Nigeria based on Gender (Male and Female)?
2.1 Literature Review
Academic stress has been broadly noted to be one of the major psychological pressures facing students at all stages of learning. It refers to the psychological and emotional pressure, which accrue due to academic requirements such as exams, homework, time limits, workload, and the directions expected of them as per teachers and parents. When such demands surpass the ability of a student to manage them, stress will result and it can have a negative influence on academic performance, emotional health, and physical health. Academic stress has moved into the focus of growing academic interests especially in the face of greater competitiveness and performance orientation in modern education especially in adolescence and early adulthood when adaptive coping styles are still being developed.
The literature on gender disparity in academic stress is relatively large in number, and it is based on the assumption that male and female students perceive and react differently to stresses because of differences in socialisation processes, biological factors, and cultural demands. Several empirical studies document high levels of stress in the students (female). Graves and colleagues (2021) revealed that female students at college were more likely to report higher levels of moderate-to-high academic stress, and male students were more likely to report lower levels of academic stress, though. Simultaneously, Rubach et al. (2022) showed that academic stress had a more negative direct impact on mental-health outcomes in female students of universities, and stress was a predictor of emotional challenges among women more than among men. In the context of professional training, e.g. nursing and midwifery programmes, Alharbi et al. (2025) observed a greater acute and perceived stress among women; these findings suggest increased susceptibility to academic stress.
However, the data on the issue of gender differences in academic stress is not definitive. Other studies give insignificant or insignificant differences between male and female students. The study carried out by Souza-Lima et al. (2025) found that there were slight gender differences between pre-adolescent pupils, with girls feeling more stressed and bored at school than boys. More importantly, physical exercise reduced stress levels in both genders, implying that behavioural predictors might override gender effects. Similarly, Devchoudhury and Devasagayam (2022) did not find any statistically significant gender effect on general academic stress in the sample of undergraduate students, though female students had a slightly higher mean stress level. The inconsistencies mean that gender-related tendencies are not universal but depend on the context.
Gender differences in academic stress also vary as influenced by cultural context. Amoadu et al. (2024) studied high-school students in Ghana and indicated that they found no meaningful gender differences in academic resiliency or general wellbeing. Male and female students showed similar resilience and high wellbeing which highlights the moderating power of common cultural and educational milieu. The finding highlights the essential contribution of situational variables, such as educational systems, cultural norms, and social expectations, to the development of academic-stress experience.
Gender disparities also occur in the coping mechanisms adopted by students in order to manage academic stress. Emotion-oriented coping strategies are more popular among female students, who look to social support and emotions, compared to male students, who favour problem-oriented coping strategies. According to Graves et al. (2021), female students were more likely to use emotional expression and peer support. Additionally, Benitez-Agudelo et al. (2025) found that female students reported increased anxiety and their perception of stress more often but had more frequent better academic results, which indicates that adaptive coping can counteract stressful disadvantages.
Outside gender, academic resilience has become one of the most important constructs to explain how students react to academic stress. Academic resilience is the ability to adjust favourably and stay in academic activities in spite of difficulties like low grades or exam stress. Instead of an inborn characteristic, it is conceptualised as an active process that is influenced by interactions between personal and environmental factors and is not the same as academic buoyancy, which takes into account the daily struggles in academics (Martin and Marsh 2008).
The literature repeatedly emphasises the importance of protective factors in promoting academic resiliency. Resilience and academic success are predictable by individual factors such as self-efficacy, self-regulation, motivation, emotional intelligence and perseverance and additionally external reinforcements like parental encouragement and teacher emotional support. These associations are endorsed by meta-analytic and systematic reviews (Jowett et al., 2023; Kassis et al., 2024). Under-representation of gender in academic resilience seems to be minimal, and resilience indicates good wellbeing among both male and female students (Amoadu et al., 2024).
Overall, it has been shown that academic stress is common among students and that female students tend to report high instances of stress although this is diverse in terms of age and culture. However, academic resilience turns out to be a crucial adaptive process linked to reduced stress levels and beneficial educational achievement, which is why context-specific, resilience-driven interventions should be implemented to ensure the wellbeing of students.
2.2 Theoretical Frameworks
The theoretical frameworks present systematic statements of the way people go through and cope with stress in the academia and other taxing environments. One of the most conspicuous is the transactional model of stress and coping, the other one is the theory of conservation of resources that collectively provides complementary insights on a stress process, coping, and resilience. In this section, each framework is outlined in specific yet understandable terms that can be interpreted by a novice scholar, specifically touching on the key constructs and its application to academic stress.
2.2.1 Transactional Model of Stress and Coping
The conceptualisation of the transactional model highlights stress as a process in relation as it occurs or does between a person and the influence of the environment instead of an external force imposed or an intrinsic condition. Stress comes in when an individual evaluates a scenario as being burdensome or out of the resources they have thus putting their well-being at risk. The model revolves around two appraisal processes. Primary appraisal is an assessment of the nature of the significance of an event, that it is harm or loss, threat, challenge, or benign irrelevance. Secondary appraisal evaluates the options of coping and personal resources; on one hand, skills, support net or knowledge to depict manageability.
Coping is the process under consideration after the appraisal, referring to the behavioural and cognitive processes aimed at dealing with the stressor or controlling the attendant emotions. Problem-oriented coping is aimed at addressing the cause of the stress per se by engaging in such actions as planning, problem solving, or information seeking. The aim of emotion-oriented coping is to alter emotional reaction, e.g. through acceptance, positive reframing, social support, or evading. The model considers the stress process as dynamic and (iterative) and the feedback line through which reappraisal is pushed. Emotional conditions play a central role because positive emotions enable adaptive coping, and negative emotions may lead to the further development of the cycle of stress.
The framework takes the individual differences in responding to stress. As an example, a challenging test can be perceived as a threat by one student – it gives rise to anxiety and avoidance – whereas as a challenge by another, leading to practise and development. It sheds some light on the demand and resource availability perceptions and the impact they have on performance, mental health, and persistence in an academic setting. Lazarus and Folkman (1987) were the first to define the transactional model, the cognitive-relational character of stress and emotion. The fundamental role of the model has been supported by the literature that followed, with adaptations that add positive emotions towards coping (Biggs et al., 2017). There is empirical evidence both in the clinical and applied fields, including modified versions that are tested on psychosomatic patients (Oehrlein et al., 2021).
2.2.2 Conversation of Resources Theory
According to COR theory, people are compelled to obtain, maintain, defend, and develop resources to survive and ultimately achieve good health. The resources include material goods, commitment to relationships, or employment, personal factors, including self-efficacy and optimism, and such resources as time and physical strength. The main causes of stress are the loss of these resources (or a threat of the same) or a failed investment of resources in creating sufficient returns.
The most influential ones are the primacy of loss, in which loss of resources has a stronger psychological effect compared to the gain with the same magnitude. Individuals spend resources in order to avoid or reduce the losses that might trigger the gain or loss spirals by accumulating or rapidly depleting resource supplies. The resource-rich individuals show more resilience to threats and are placed in better positions to achieve beneficial results, and poor individuals suffer the increased vulnerability of resource-poor people. The resources have a tendency to form caravans, a network of resources and move through passageways, environmental facilitator or hindrances that mediate exchange of resources.
In the academic context, COR theory explains how stressors use up resources; including time and self-esteem due to repeated failures, and hence become spirals that lead to impaired performance or health. Resource development by assistance or skill training has the potential to cushion stress and promote strength. The theory is applicable to chronic and traumatic stress, and it has recognised that resources have to be managed as a form of adaptive functioning. Hobfoll proposed COR as a resource-based substitute of stress models based on demand (1989). Subsequent extensions used the model in the context of organisations and health, and integrated realistic dynamics of resources and outcomes (Hobfoll et al., 2018). Overall surveys emphasise its multilevel format to interpret reaction to adversity (Hobfoll et al., 2017).
To conclude, perceptual appraisals and adaptive coping strategies are predicted by the transactional model but conservation of resources theory revolves around the loss and protection of resources. The two taken together form a strong base of examining academic stress and resilience whereby perceptions of appraisals draw demand and resource management effects have long-term adaptation. The combination of these frameworks can guide interventions that would make more accurate appraisals, bolster coping, and lead to accrual of resources in learning settings.
3.1 Methodology
3.2 Research Design
This study used the descriptive survey design of correlation type. This research design was adopted because the researcher will not manipulate the variables of interest in the study.
3.3 Population
The target population for this study consists of all In-School Adolescents in Oyo State, Nigeria.
3.4 Sample and Sampling Technique
The sample of this study consists of one hundred (100) In-School Adolescents in Ibadan, Oyo State, Nigeria through simple random sampling technique. This technique was adopted because the target participants have homogeneous characteristics and they have equal chances of being selected for the study. The sample includes males and female In-School Adolescents in Oyo State, Nigeria state.
3.5 Research Instrument
Questionnaire was used as the instrument of collecting data.
3.5.1 Academic Resilience scale
The Academic Resilience of In-School Adolescents in Ibadan, Oyo state shall be assessed through the Academic Resilience Scale (ARS-30) developed by Simon Cassidy (2016). Respondents assess their level of Academic Resilience on 8 topics using a 4-point rating system, ranging from strongly agree (4) to strongly disagree (1). The internal consistency reliability coefficients, as measured by Cronbach’s alpha was 0.90.
3.5.2 Academic Stress scale
The Academic stress of In-School Adolescents in Ibadan, Oyo state was assessed using the Academic Stress Inventory by Lin and Chen (2009) because it covers study habits, test anxiety, peer comparison and parents expectations. The internal consistency reliability coefficients, as measured by Cronbach’s alpha was 0.90.
3.6 Method of Data Analysis
The data collected was analyzed through the use of descriptive statistics which include mean, standard deviation and frequency and using Pearson Product Moment Correlation (PPMC) and multiple regression analysis to give guide on the research questions at 0.05 level of significant.
4.1 Results
RQ1: Is there significant relationship between Academic Resilience and Academic Stress among In-School Adolescents in Ibadan, Oyo state?
Table 1: Summary of correlation matrix showing the relationship between the study variables
Table 1 presents correlation analysis between academic resilience and academic stress in in-school adolescents in the Ibadan, Oyo State. The findings indicate a highly insignificant positive relationship (r = 0.048, p < 0.05). The coefficient is not very low, which means that the practical relationship between the two variables is insignificant; however, the coefficient is statistically significant, and the sample size probably led to that. In line with this, academic resilience appears to correlate with academic stress in this group of adolescents very weakly, indicating that increased academic resilience does not significantly lower or modify the perceived level of academic stress among such adolescents.
This finding is contrary to most of the literature that has been done, which often find a moderate negative relationship between resilience (or academic resilience) and stress (or academic stress). Indicatively, meta-analytic research involving college students reveals a moderate and negative correlation of significance (r = -0.29), which means that the stronger the resilience, the less stressful one is (Li et al., 2024). On the same note, a study conducted among students in universities indicates that perceived stress is a predictor of a lack of academic resilience, and resilience is a protective mechanism against stress-related outcomes (Alzoubi et al., 2025). Past studies demonstrated that resilience reduces the adverse impact of academic pressure on the psychological adaptation, mental well-being, and academic success among adolescents (Kim and Lee, 2023; Wang, 2024).
The almost negligible correlation here could be due to the contextual issues of in-school teens in Ibadan, including cultural bias, or differences in the measures, or the emphasis on the acute, and not the chronic stressors. It correlates with non-significant or weak correlations of links in some groups of students occasionally (Huwae, 2022). These discrepancies highlight the fact that additional studies on the topic are required to investigate moderators (age, cultural situation, or particular dimensions of resilience) in Nigerian adolescents.
RQ2: Does gender significantly predict academic stress among In-School Adolescents in Ibadan, Oyo state among In-School Adolescents in Ibadan, Oyo state?
Table 2: Multiple Regression Analysis on Academic Stress
The finding is in line with a number of studies that indicate that there are no significant gender differences in academic stress mainly in adolescent or secondary school environment. Indicatively, studies conducted on secondary school students have tended to have equal levels of stress in both genders with any differences being cultural, measurement, or contextual (Devchoudhury and Devasagayam, 2022). Similarly, gender has been reported as non-significant in some studies in Nigerian university and more general groups of adolescents when other predictors, like age or course of study, are incorporated, albeit having some mixed patterns (Fadipe et al., 2024).
However, in contrast, there is more evidence that indicates that gender is a valid factor; the female students tend to report greater academic stress. The meta-analyses and empirical studies have consistently shown that females have higher stress levels caused by societal expectations, differences in coping, or higher sensitivity to academic requirements (Graves et al., 2021; Li et al., 2024). Certain regression models have found that there is a notable gender impact (β = 0.177, p < 0.05) and females are more vulnerable (Fadipe et al., 2024).
This is because the absence of a strong gender influence in the study could be due to the nature of the sample. In Ibadan, adolescent in-school population can be subjected to acute stressors like exams that overshadow the chronic ones, or, the culture can even even the genders in terms of experiences. The above factors indicate the significance of context in the interpretation of the role of gender in academic stress.
RQ3: Is there difference on Academic stress among In-School students in Ibadan, Oyo State based on gender (Male and female)?
Table 3: Summary Table of t-test for independent measures showing comparison of Academic stress based on gender
Gender
N
Mean
SD
Df
T
Sig
Male
61
21.16
3.37
Academic stress
94
.352
.549
Female
39
20.14
3.54
From Table 3, the result showed that there was significant difference in Academic stress based on gender (male and female) among In-School students in Ibadan, Oyo State (T(94)= .352, p<.05). From the table above, a mean score of 21.16 for male participants while female participants had a mean score of 20.14 with a mean difference of 1.02 and statistically significant. This implies that the academic stress among In-School students students in Ibadan, Oyo State based on gender (Male and female) is difference. Male experience more of academic stress than the female.
The significance of this finding is that it contradicts the generally observed trend in previous studies, where the female students tend to report greater academic stress. The majority of studies on adolescents and secondary-school students indicate that girls can be more stressed, with a higher tendency to emotional sensitivity, an increased perception of workload, more social and performance expectations, and a different coping behaviour (Graves et al., 2021; Li et al., 2024). Most empirical studies, such as meta-analyses and extensive surveys, tend to show small to moderate differences, which are characterised by women having higher levels of stress (Souza-Lima et al., 2025). According to post-COVID-19 studies, female students experienced more stress and worse emotional adjustment when academic disruptions occurred (Sharma et al., 2022).
Nevertheless, an increasing body of literature confirms our observation and indicates that male adolescents and secondary-school students are also more likely to report higher levels of academic stress. In South Asian countries like India and Nepal, male students experience higher scales of academic stress, grade anxiety and self-expectations. It is postulated that these differences are due to cultural norms of male success, performance pressure imposed socially, and unique goal-setting and role socialisation (Adhikari et al., 2025; Frontiers in Public Health, 2025). On the other hand, the case in the Sub-Saharan Africa, especially in Nigeria is inconclusive. Some studies indicate no strong gender variations whereas others note tendencies that seem to be dictated by local culture, school types, or testing tools (Amoadu et al., 2024; other studies in Nigeria).
The small yet meaningful outcome of greater male stress in our sample puts into perspective this contextual image. The pattern may be attributed to factors such as high pressure during exams, high cultural expectation of male success in schools and measurement instruments that identify particular stressors in Ibadan. The difference is low (M = 1.02) and t-value is low, hence the effect-size is small and to be handled with care. These findings should be validated by conducting larger and more heterogeneous studies.
In total, these findings reveal that context and culture determine gender differences in academic stress. They further emphasise that gender-sensitive and context-specific interventions are required to support male adolescents in Nigerian schools and not to presuppose that all students are equally vulnerable as in the whole world.
4.1 Discussion
The findings of this study point to the fact that academic resilience is not considerably correlated with academic stress in in-school adolescents in Ibadan, Oyo State. This result is in contrast to the current literature assumed to suggest that academic resilience is a protective factor that enables successful coping with academic stress (Howley-, Rouse, 2020; Masten, 2011). The immediate conclusion is that the recovery skills in the event of academic misfortune do not necessarily go together with the reduced academic stress experiences as observed in the present setting. However, the finding agrees with Dhakkal (2013), who indicated that academic resilience showed a non statistically significant relationship with academic stress. The first reason could be that the presence of adaptive resources does not significantly reduce academic pressure and demands on resilient students when multiple stressors remain chronic and endemic or prevalent in a system, and as is the case with examination-based learning in school.
Besides, the evidence indicates that gender is not a statistically significant predictor of academic stress among respondents. This finding matches Dhakkal (2013), though it is opposite to a number of studies that indicate high stress levels among female students, which is often explained by high emotional sensitivity, parental demands and pressures in society (Busari and Omoponle, 2018; Karaman et al., 2019). The lack of any visible gender effect of the current study suggests that academic stress might be presented in a widely similar way in both male and female adolescents in Ibadan, which could be because of common school setting, similar academic demands, and similar exposures to stress factors in school.
The independent t -test, however, demonstrated a slightly higher average level of academic stress in the males in comparison to their female counterparts. The difference is minimal, whereas it is contrasted to the overwhelming results of the literature which tend to document higher levels of stress in female students (Reddy et al., 2018). Such a trend can be related to contextual issues, including culture-based expectations on male students to perform on the academic level, the pressure to live to societal and or family expectations, or unequal perceptions and reporting of stress. However, due to the small scale of the difference, it should be considered with caution, and a new study is advised.
Overall, the discussion highlights that the popular beliefs about predictors of academic stress, including academic resilience and gender, might not be consistent across the context. The results also point out the relevance of considering environmental, cultural, and systemic factors in the studies of academic stress among adolescents.
4.2 Conclusion
This paper concludes that academic resilience is not a significant predictor of academic stress in in-school adolescents in Ibadan, Oyo state. Similarly, the gender does not have noticeable effects on the academic stress levels among this group of people. The findings, therefore, dispute existing hypotheses that academic resilience is an inherent buffer to academic stress and that there is gender difference in stress everywhere. Since the issue of academic stress continues to attract the attention of in-school adolescents, it is clear that additional factors, including parental expectations, the school climate, instructional practises, and personal strategies of coping, might have a stronger impact on the stress experiences of students.
4.3 Recommendations
Counselling and Support Services: Schools should support counselling services that help the in-school adolescents develop personalised, pragmatic stress management strategies, as opposed to using resilience-building interventions.
Whole Academic Policies: School administrators are expected to champion equitable academic policies that reduce overworking and integrate extra-curricular activities that enhance psychological health of the students.
Gender-Neutral Stress Management Interventions: Since there was no significant gender predicted academic stress, stress management programmes must be designed on an inclusive basis, which is able to help all students without favouring certain gender categories.
Parental Involvement: The parents must also be informed about the effects of academic stress and made to be supportive of the home environment where encouragement and understanding are promoted instead of the undue pressure.
Future research: Future research ought to examine other causes of academic stress, such as socioeconomic status, type of school, peer pressure and family life to provide a more complete picture of the factors that contribute to the occurrence of academic stress among adolescent students in Ibadan.
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This paper focuses on various cultural, social and political nuances that help to subjugate the women and the impact this has on the quest for equality. The women writers though shy away from being called the feminist still focus on the issues faced by women, their silent endurance to the discrimination and cultural subjugation which results in various problems faced by them. The female characters in the respective novels face their trails and are triumphant by resolving their psychological or sociological issues. The women writers by talking about these problems have brought them to the centre stage and have thus created a dialogue for gender equality. This analysis delves into Margaret Atwood, Kiran Desai, and Arundhati Roy’s intricate connection between trauma and the quest for empowerment of women by examining the specific manifestations of subjugation within their respective narratives.
Keywords– Trauma, Women empowerment, Gender equality, Alienation, Estrangeness Effect
Objectives
To understand the perspectives of gender from the view point of Margaret Atwood, Arundhati Roy and Kiran Desai,
To explain the effect of gender and patriarchy on women psyche,
Methadology
The research methodology of this research paper is qualitative in design. Researcher has used both primary and secondary material to prove the objectives. Textbooks, critical material such as Research Papers, Journals and viewpoints of experts have been utilized. This is descriptive, explanatory, analytical and comparative study.
Introduction
Trauma acts as a major barrier to women’s equality, rooted in systemic patriarchal structures, gender-based violence, and transgenerational cycles of abuse. It induces fear, anxiety, and diminished self-confidence, hindering autonomy and economic empowerment. Overcoming this requires trauma-informed approaches, safe spaces, and active engagement of men to dismantle inequality. Addressing trauma is not just an individual, therapeutic need but a necessary step for societal progress in achieving gender equality and empowering women to fully participate in all aspects of life.
Review of Literature and Discussion
“Through her vivid portrayals of women’s struggles and triumphs, Roy critiques the patriarchal systems that perpetuate gender inequality, while also celebrating the resilience and agency of her female protagonists” (Raman and Kumar 2021). This quote suggests that Roy in extreme goes against the gender restrictions and patriarchal norms. She is a feminist and womanist who thinks for women and talks about their empowerment in society, family and state.
Trauma manifests in many things, including the oppressive weight of patriarchal norms, the suppression of individual voices, and the psychological impact of societal expectations. These authors critically examine the systemic pressures which inflict deep-seated wounds upon women, and are manifested as internal conflicts and external struggles for autonomy by women. In Margaret Atwood’s works, female protagonists frequently navigate environments marked by male violence and exploitation, employing psychological defenses to process their suffering before embarking on a transformative journey towards self-reclamation. Specifically, in The Handmaid’s Tale, Atwood shows the extent of identity loss that the handmaids are stripped of their names. “My name isn’t Offred, I have another name, which nobody uses now because it’s forbidden”(Handmaid’s Tale 3).Atwood explores the intricate relationship between individual memory and societal control, demonstrating how the protagonist Offred utilizes personal recollections to maintain her sense of self amidst Gilead’s systematic attempts to erase her identity. This struggle for self-preservation through memory and resistance against oppressive systems is a recurring motif in Atwood’s works, often highlighting the specifically female nature of these struggles, such as issues surrounding reproductive rights and societal objectification (Banurekha and Abhinya). Atwood’s narratives consistently feature female protagonists who, despite their individual circumstances, actively resist victimhood by finding unique ways to assert their agency and challenge the patriarchal structures that seek to diminish them (Banurekha and Abhinya) ( Jaisy). We see Offred being subjected to gender-based oppression, violence, and objectification. Yet, she subtly defies these constraints through her passive rebellious acts like trying to maintain her autonomy by preserving the memories of her family. Furthermore,in Surfacing, Atwood intricately weaves the themes of environmental degradation and gendered oppression, portraying them as co-dependent systems of domination, where women’s bodies and the natural world become parallel sites of control and commodification ( Muthuswamy and Venkateshkumar). Atwood’s narratives delve into the fragmented psyche of her female characters , often caused by the female subjguation that they face, they have to reconnect with their past to make themselves whole again or to fight the demons of their past and overcome them. This fragmentation often stems from the deceptive patriarchal ideologies that diminish women’s autonomy and the sense of self. Offred, for instance, reclaims her fragmented self through storytelling and her monologues, critiquing the Gileadean propaganda and asserting her individuality. Her internal monologues serve as a critical tool for mental survival, allowing her to resist the imposed subjugation and maintain a semblance of her former identity
The profound psychological impact of such systemic subjugation necessitates a rigorous examination of the coping mechanisms and resistance strategies employed by these protagonists. The narrative often functions as a critical medium for these women to articulate their experiences and reclaim themselves within the oppressive structures.
Kiran Desai in her novel, ‘The Inheritance of Loss’ shows how trauma and displacement profoundly affect the identities and futures of its female characters, illustrating their arduous journeys toward self-discovery amidst postcolonial anxieties. Her protagonists grapple with both personal and collective traumas, revealing how gendered experiences intertwine with broader socio-political dislocations to shape their inner lives and external realities. “Could fulfillment ever be felt as deeply as loss?” (Inheritance of Loss 3)
This poignant question encapsulates the existential dilemmas faced by Desai’s characters, who are often caught between cultural expectations and personal aspirations. In her Novel, characters like Nimi, the judge’s wife went through abuse. “He beat her with a brass vase. She was never the same again”(Inheritance of Loss 186).
This line highlights the impact that abuse has on women and the subsequent changes that come with it. Nimi was beautiful and rich, Jemubhai, took advantage of the dowry money and yet he did not even treat his wife as a human being. Once he hurled her face in the toilet. whenever he met her, she had gone through phases of abuses and his ultimate decision to never see her brings her even more misery. She was neglected and abused. This systemic mistreatment, including marital violence and abandonment, leaves indelible psychological scars, illustrating how patriarchal structures inflict lasting damage on women’s sense of self-worth and agency. Such portrayals underscore the pervasive nature of gender inequality, where women are often confined to subordinate roles and subjected to various forms of exploitation, including psychological, economic, and sexual abuse. These profound and multifaceted traumas necessitate resilient coping mechanisms, which often manifest as internal resistance and a determined pursuit of self-redefinition against oppressive societal norms (Devraju) ( Sharma and Chouhan). The female characters in Desai’s works frequently navigate the complexities of cultural hybridity and identity crises, often reflecting the broader post-colonial struggles for self-definition in a globalized world (Tennyson) .
Desai through Sai shows the generational gendered changes. The changes are albiet subtle but Desai has shown these tranformations. Sai, though more educated and modern, still grapples with gendered expectations. Her romance with Gyan exposes the fragility of her autonomy in a society where women’s choices are often undermined. Her experiences highlight the subtle yet persistent ways in which patriarchal norms continue to influence even seemingly liberated women, forcing them to negotiate their desires within established societal frameworks (Desai). Her attempts to assert independence are frequently met with resistance, underscoring the enduring societal pressures that circumscribe female agency even in contemporary contexts.
Arundhati Roy also exposes the Indian society’s fragility when Ammu falls in love with Baba. This transgression of caste and social boundaries leads to tragic consequences, illustrating how societal rigidity and patriarchal control restrict women’s emotional and physical freedom, ultimately shaping their destiny. Roy’s novel The God of Small Things further underscores how societal prejudices and patriarchal systems contribute to the trauma experienced by women, often through the lens of forbidden love and its devastating repercussions on female protagonists. The tragic narratives of Ammu and other female characters reveal how the intersection of gender, class, and caste often subjects women to systemic oppression, leading to profound personal and intergenerational trauma. Her relationship with Velutha, an Untouchable, challenges the deeply entrenched caste system, highlighting the intersection of gender and caste as sites of resistance (Chacko 2000 and Nair 2002).
“She’s a woman. She’s not allowed to decide what she wants” (The God of Small Things 45). This statement profoundly encapsulates the pervasive subjugation experienced by women within rigidly hierarchical societal constructs, wherein patriarchal norms systematically curtail individual agency.
Rahel navigates a different path. She modern, independent well eduacted but still bears the scars of this societal conditioning, manifesting in her struggles with relationships and a pervasive sense of displacement. She does get married to a man but she struggles with emotional intimacy. She recognizes that Larry loves her, and she accepts the void that exists in her marriage.
“He couldn’t understand her. She couldn’t explain. They didn’t agree on things” (The God of Small Things 20). Their inability to bridge this communicative chasm underscores the profound alienation that can arise even within intimate partnerships when fundamental understandings of identity and desire diverge, a consequence often exacerbated by the entrenched societal pressures impacting female autonomy.
In The God of Small Things, the female characters, including Mammachi, Baby Kochamma, Ammu, and Rahel, despite their intellect and affluence, are unable to achieve their full potential due to a system of oppression rooted in gender. She understands the profound impact of her mother’s ostracization on her own capacity for connection, highlighting the intergenerational trauma inflicted by societal strictures. This intergenerational trauma, exacerbated by societal judgments and restrictive norms, manifests as a perpetual struggle against systemic oppression, impeding the women’s achieving their full potential and well-being (ALI).
Specifically, the analysis delves into how these authors utilize distinct narrative techniques to portray the psychological impact of trauma, often linking individual experiences of distress to broader socio-political injustices (Abubakar, 2017). Moreover, this section explores how the authors’ representational choices, particularly concerning gender and sexuality, contribute to a nuanced understanding of trauma within marginalized communities, thereby offering fresh insights into the intricate interplay of power and vulnerability (Ranga & Prasad, 2025). For instance, Atwood’s *Surfacing* explores the protagonist’s journey of individuation, directly linking her psychological recovery from past traumatic experiences to an introspective exploration of her unconscious mind (González Hernández, 2015) (Heidarizadeh, 2015). Desai, on the other hand, through characters like Bim, explores the enduring nature of trauma within familial structures, highlighting how intergenerational patterns of abuse and societal expectations shape feminine identity within traditional contexts (Kumar, 2024). Roy further complicates this by depicting characters, such as Rahel, who navigate complex socio-political landscapes where caste, gender, and historical legacies profoundly impact their identity and choices, underscoring the pervasive influence of societal and familial pressures (Kumar, 2024). This analytical framework further extends to examining how these authors, through their distinct literary styles, dismantle hegemonic narratives concerning gender and sexuality, advocating for more inclusive and equitable societal visions (Ranga & Prasad, 2025). Through their narratives, these authors collectively illuminate the intricate connections between personal suffering and systemic inequalities, advocating for a deeper understanding of how trauma permeates individual and collective consciousness (Heidarizadeh, 2015).
Discussion
The discussion section will elaborate on the implications of these findings, drawing connections between the narrative techniques and thematic concerns identified in the results section to broader theoretical frameworks concerning trauma studies, postcolonial literature, and feminist theory. Specifically, it will explore how Atwood, Desai, and Roy contribute to an understanding of trauma not merely as an individual psychological phenomenon, but as a deeply embedded socio-political construct shaped by historical oppressions and power imbalances.
And how these traumatic experiences, specifically of women, pave the way for a more nuanced approach where women realize that their sufferings wouldn’t end until and unless they change themselves. They take charge, and they resolve their traumas. This profound understanding is clearly shown in the generational changes that women see. Rahel and Ammu’s situation is different but the inherent trauma remains the same This cyclical nature of trauma across generations underscores the need for profound societal transformation rather than individual adaptation, suggesting that collective action is essential for true liberation from oppressive structures. Moreover, the enduring effects of Partition, as depicted in various literary works, highlight how historical events continue to shape the traumatic experiences of women, emphasizing the need for a comprehensive understanding of their lived realities.This literary analysis delves into the psychological underpinnings of female protagonists, revealing how characters like Mariam and Rahel internalize their mothers’ trauma, perpetuating cycles of self-perception influenced by gendered oppression and cultural exclusion (Işık, 2025). This intergenerational transference of trauma not only molds their individual identities but also reflects broader societal narratives where women’s worth is often defined by their roles within patriarchal structures (Kumar, 2024).
Furthermore, the psychological exploration of these characters often reveals a fractured self, necessitating an internal journey toward self-knowledge and integration, much like Jungian individuation, where protagonists reconcile conscious and unconscious elements to achieve wholeness (González Hernández, 2015) (Banurekaa & Abinaya, n.d.).
Result and Findings
This section presents the findings from the textual analysis, highlighting recurrent thematic patterns and narrative strategies employed by Atwood, Desai, and Roy in depicting trauma and the struggle for equality. A critical examination of these literary works reveals how deeply ingrained societal structures exacerbate personal suffering, simultaneously illuminating the resilience and agency of characters striving for liberation.
Anita Desai has focused on the psychological nuances of her characters, delving into their inner lives and frustrations within a changing societal landscape. Her protagonists often grapple with neurotic conditions arising from an inability to adapt to harsh realities, leading to psychological disturbances whether they react aggressively or compromise with their situations
Atwood’s female charcters often grapple with deeply personal traumas such as abuse, imprisonment, and objectification, which underscore the broader societal pressures faced by women.
Conversely, Kiran Desai’s protagonists frequently navigate the trauma of displacement and cultural alienation, revealing the profound psychosocial impact of globalization and postcolonial identities on individuals. In contrast,
Arundhati Roy’s literary contributions explore the pervasive trauma inflicted by systemic injustices, including caste discrimination and environmental degradation, demonstrating how deeply rooted societal structures perpetuate cycles of suffering and inequality.
Conclusion
These narratives, through their poignant portrayal of female suffering and resilience, highlight the critical need for gender equality as a means to alleviate the deep-seated trauma inflicted by patriarchal structure. Roy intricately weaves the stories of three generations of women—Baby Kochamma, Mammachi, Ammu, and Rahel—to highlight the difficult situation of women in post-colonial nations, demonstrating how their social positions were profoundly affected by the legacies of imperialism and the British colonizers’ oppressive humanitarian missions. This intergenerational trauma, exacerbated by societal judgments and restrictive norms, manifests as a perpetual struggle against systemic oppression, impeding the women’s achieving their full potential and well-being.
The women writers by highlighting the generational changes in the autonomy of women show the changes that have occurred over time and the need for continued advocacy to achieve full gender equity.
Atwood, Desai, and Roy, bring trauma and gender equality to the forefront of their narratives, using literature as a powerful space to explore the collective loved experience of women under the oppressive systems of patriarchy. Their works emphasise that trauma is not just a personal or psychological issue but also a reflection of broader social, cultural and political forces that affect women. By portraying trauma as a product of patriarchy and postcolonial structures, these authors challenge the traditional approaches and call for a more inclusive understanding of healing. Their narratives emphasize that true empowerment requires both personal recovery as well as dismantling the systems that perpetuate harm. These authors use fiction to amplify women’s voices, confront systems that perpetuate harm and envision a future where healing is tied to equality and liberation. They bring trauma to a center stage as a feminist and political issue making a strong case of empowerment of women through narrative and structural change.
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Abstract: Alice Walker is a renowned African American novelist, poet, short-story writer, and social activist.She became known worldwide with the publication of her seminal work, The Colour Purple. She is regarded as a radical black feminist author. She propagated her theory of womanism in her stories. Violence is a recurring theme in her stories. Walker’s narratives demonstrate the hardships, tribulations, and dilemmas faced by African American immigrants in the United States. Alice Walker’s short story collections explore the theme of violence, particularly as it relates to women of color during the era of chattel slavery in the United States. Women of colour have historically been subjected to violence by both white and black men. While violence against black women is dehumanising, their resistance offers the possibility of a new identity. Walker exposes the traumatic lives of black women resisting oppression and violence in her short story collections in various forms, such as physical, mental, self-inflicted, and societal violence.
Keywords: Violence, Oppression, Resistance, Resilience, Mammies, Emotional abuse, Sexual harassment.
Alice Walker is a versatile and globally recognised American author, best known for her Pulitzer Prize-winning novel The Color Purple (1982). She is regarded as a radical feminist writer and is known for formulating Womanism, also known as Black Feminism. Walker believed that the feminist movement was primarily owned by white women, leaving little room for women of colour, as white feminists often failed to acknowledge or relate to the experiences of Black women. Along with other Black feminist critics, she helped develop a feminist theory that includes the issues and problems of women of colour. For Black feminists, race and class are as vital as gender is for white feminists. Racial and gender discrimination have equally contributed to the dehumanisation of women of colour, prompting efforts to dismantle racist structures.
A recurring theme in Alice Walker’s short story collection In Love and Trouble: Stories of Black Women(1973) is the testament of the exercise of verbal and physical violence against women of colour in the public and domestic spheres. She lays bare the truth of crafting an image of a Black woman as subhuman, unworthy of empathy, asexual, servile, angry, and bestial. Despite being labelled as inhuman, these women persist in asserting their voices and expressing pride in their cultural heritage. Walker’s narratives demonstrate the hardships, tribulations, and dilemmas faced by African American immigrants in the United States. Through these experiences, Walker’s Black female characters endure racism and ultimately gain the strength to challenge and dismantle oppressive patriarchal structures within American society.
Alice Walker’s short story collections explore the theme of violence, particularly as it relates to women of colour during the era of chattel slavery in the United States. Enslaved women were often subjected to dehumanising stereotypes, being labelled as breeders, mammies, jezebels, hoochie mamas, and sapphires. In her stories, Walker delineates these negative perceptions. Representations of Black women in art, literature, and popular culture have frequently depicted them as strong, masculine, bulky, boisterous, and angry, which has contributed to the notion that they could endure or were susceptible to violence. In the story ‘Everyday Use,’ a mother describes herself as,
“a large, big-boned woman with rough, man-working hands……. I can kill and clean a hog as mercilessly as a man. My fat keeps me hot in zero weather. I can work outside all day, breaking ice to get water for washing; I can eat pork liver cooked over the open fire minutes after it comes steaming from the hog. One winter I knocked a bull calf straight in the brain between the eyes with a sledgehammer and had the meat hung up to chill before nightfall.” (Walker 46)
A prominent example of colonial and racial exploitation in European history is the case of Sarah Baartman, who was paraded and exhibited half-naked in street shows in London and Paris around 1811. Crowds were invited to observe her body, described as large, uncommon, and erotic, and she was labelled the ‘Hottentot Venus’. After her death, her body parts were preserved in jars and displayed in a museum. This violence was perpetuated by the dissemination of negative images of black women. Baartman’s narrative documents abuse, violence, sexual harassment, and rape. The construction of a false narrative about women of colour was intended to coerce them into inhumane and degrading conditions, thereby normalising violence against them and discouraging resistance. Women of colour have historically been subjected to violence by both white and black men. While violence against black women is dehumanising, their resistance offers the possibility of a new identity. In “Her Sweet Gerome”, the black female protagonist is described as a “big awkward woman, with big bones and hard rubbery flesh” (Walker 26) and endures domestic violence. Her husband physically abuses her and fails to recognise her as an equal partner. She gives him all her money and attempts to conceal the visible marks of abuse with makeup. She married him for his perceived gentlemanly behaviour towards other women and initially felt proud to be his wife, but his actions ultimately contradict this image. Although he is a civil rights activist, he beats her “black and blue” (Walker 27), yet the community continues to regard him as a gentleman.
Walker exposes the harshness of black men even as they fight for their own rights, highlighting the violation of the protagonist’s rights. He never treats her as a wife; when she seeks affection, he responds with violence. He also inherits her father’s money. Despite enduring his violent and abusive behaviour and spending all her resources, she becomes distraught upon discovering his affairs with other women. In her search for the truth, she realises his obsession with the Civil Rights Movement and the black revolution. In a moment of heartbreak, she destroys his books with a knife and sets fire to the bedroom. “Overwhelming with pain,” she hides her face behind her slightly burned hands and “screamed and screamed” (Walker 34).
“The Child Who Favored Daughter” depicts the severe abuse, crime, and violence experienced by women of colour at the hands of both white masters and black men. The narrative centres on the suffering of three women. The story begins with a black man described as “father, judge and giver of life” (Walker 35) who has a daughter named Daughter. In his youth, his sister, also named Daughter, fell in love with his white master, who treated them inhumanely. She is described as “like honey, tawny, wild and sweet,” and her brother cared for her deeply. Despite his pleas, she left with the white man. She later returned, accompanied by another woman’s husband, appearing hysterical and profoundly changed. She had lost her long hair, “her teeth wobbled in her gums when she ate,” and no longer recognised anyone. She sang continuously and was “tied on the bed as she was at the mercy of everyone.” To keep her silent at night, her father beat her with a belt. Eventually, she was found dead on the compound spikes.
The narrative describes a man who, overwhelmed by his emotions, violently abuses his wife, ultimately causing her death and leaving behind a daughter. This daughter, depicted metaphorically as a flower, mirrors her mother’s fate by falling in love with a white man. Upon discovering this, the father subjects her to prolonged physical abuse, as described: “he beats her for a long time with a harness from the stable, and where the buckles hit, there is a welling of blood that comes to be level with the tawny skin, the spill over and falls” (Walker 43). The violence continues the following morning, culminating in further brutality: “he sees her blouse, wet and slippery from the rain, has slipped completely off her shoulders and her high young breast is bare.” In a frenzied state, he “gathers their fullness in his fingers……. he is suddenly burning with unnamable desire……draws the girl away from him pulling off his own arm and with quick slashes of his knife leaves two bleeding craters the size of grapefruits on her bare bronze chest and flings……to the yelping dogs” (Walker 43). Walker poignantly narrates the girl’s traumatic experience, drawing a comparison to flowers and emphasizing her defiance: “flowers pledge no allegiance to the banners of any man” (Walker 44). The story explores the pervasive violence faced by women of colour, particularly within familial and romantic relationships. Walker’s narratives detail the profound suffering of black women as they navigate relationships with fathers, brothers, husbands, and lovers, striving to survive and find meaning within oppressive circumstances.
“The Welcome Table” exposes the racist and violent actions of white individuals toward a poor, elderly Black woman in the American South. The protagonist attempts to pray at a church, but, due to her age and mental state, she does not realise it is a church designated exclusively for white congregants. Convinced that her devotion to Jesus Christ will protect her, she enters, only to be forcibly removed by members of the congregation. She experiences humiliation and injury and is found dead beside the road the following day. The narrative highlights her deprivation of human rights and the community’s indifference to her suffering and the injustice she endures. Similarly, “Flowers” depicts the realities of violence, lynching, and segregation during the Civil Rights Movement. White individuals would often fabricate accusations of rape against Black men to justify lynching, which served as a tool to degrade and dehumanise Black communities. The story follows Myop, a young girl who discovers the body of a lynched Black man, leading to her loss of innocence as she confronts the brutal realities of racial violence. Her stories are poignant and address themes of physical violence, beatings, fear, threats, the threat of rape, lynching, and death.
The story “The Revenge of Hannah Kemmhuff” explores the theme of physical violence. Here, the protagonist, Hannah, is physically abused by her husband, leading to a dramatic and violent confrontation. “Really, Doesn’t Crime Pay?” is another powerful story in Walker’s collection that deals with emotional abuse. The protagonist, Roselily, is trapped in an oppressive marriage with a man who emotionally manipulates and controls her, while another man in her life destroys her creativity by stealing her manuscript of stories. Stories like “Roselily”, “Everyday Use”, “The Welcome Table”, “Strong Horse Tea”, and “The Diary of an African Nun” demonstrate the societal violence, through systemic racism and sexism, confronted by women of colour, making them prone to violence and oppression. Stories like “Entertaining God’ and “We Drank Wine in France” reveal the theme of self-inflicted violence. Walker’s female characters struggle with internalised oppression, leading to self-destructive behaviours.Walker’s stories expose dark realities of the experiences of women of colour, filled with violence and subordination. Her stories attest to the resistance and resilience of women of colour.
Reference:
Allaham, Ali Ahmad. “The Short Story As a Form of Resistance :A Study of the Short Stories of Ghassan Kanafani, Ngugi Wa Thiong’o, and Alice Walker.” 2009, https://core.ac.uk/download/153778714.pdf.
Bagabas, Riham. “Analyzing “The Welcome Table” by Alice Walker from a WomanistPerspective.” 2022.Christian, Barbara. “The Contrary Women of Alice Walker.” The Black Scholar, 1981, pp. 21–71, doi:117.240.50.232. Accessed 4 Dec. 2025.
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Harris, Trudier. “Folklore in the Fiction of Alice Walker: A Perpetuation of Historical and Literary Traditions.” Black American Literature Forum, vol. 11, no. 1, 1977, pp. 3–8. JSTOR, https://doi.org/10.2307/3041531. Accessed 13 Mar. 2024.
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Mickelson, Anne Z. Reaching Out: Sensitivity and Order in Recent American Fiction by Women. Scarecrow Press, 1979.
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Girish Karnad is a major figure in modern Indian English theatre, known for his effective use of Indian myths, history, and folklore to examine contemporary social issues. Rather than merely retelling traditional stories, Karnad reshapes them to address problems related to marriage, gender relations, and individual identity. His play Naga-Mandala (1988), which is based on two Kannada folktales, is a clear example of this creative method.
This paper examines how myth and folklore function as important narrative devices in Naga-Mandala. Through symbols such as the serpent (Naga), magic roots, the anthill, and the Raat-Rani flower, Karnad brings attention to the suppressed emotional and sexual experiences of women within a patriarchal social system. These symbolic elements expose the emotional distance, moral weakness, and hypocrisy that often exist within male-dominated institutions, especially marriage. The contrast between the socially respected but emotionally indifferent husband and the caring mythical lover highlights the failure of patriarchal masculinity to provide emotional fulfilment.
The paper argues that Naga-Mandala uses folklore as a means of feminist expression by giving space to women’s inner experiences and desires. At the same time, it also reveals the limitations of traditional belief systems, as women’s acceptance depends on social and ritual approval. By combining oral folk traditions with modern theatrical form, Karnad shows that myth continues to be a meaningful and effective medium in contemporary Indian English drama.
After India’s independence, Indian English drama gradually moved away from Western dramatic models and began to draw inspiration from indigenous cultural sources. Playwrights started using myths, history, and folklore to express social tensions, psychological conflicts, and postcolonial concerns. Among these playwrights, Girish Karnad holds an important place because of his ability to reinterpret traditional stories in a modern and critical manner.
Karnad does not simply retell myths; he questions them. His plays examine the power structures and social values hidden within traditional narratives. Naga-Mandala (1988) is a strong example of this approach. The play is based on oral folktales that are usually told by women within domestic spaces. By transforming these stories into a modern play, Karnad explores issues of patriarchy, marriage, and female desire. Unlike classical myths that focus on male heroes, the folktales used in Naga-Mandala arise from marginal voices, especially those of women, and therefore challenge dominant cultural traditions.
Research Objectives and Methodology
Research Objectives
The objectives of this paper are:
To examine how myth and folklore operate as narrative tools in Naga-Mandala.
To study the symbolic meaning of elements such as the serpent, magic roots, anthill, and the Raat-Rani flower.
To explore how Karnad uses women-centred folktales to question patriarchal marriage systems.
To establish Naga-Mandala as a feminist reinterpretation of folklore in modern Indian English drama.
Methodology
This study follows a qualitative method of textual analysis. It makes use of:
Myth criticism, especially Northrop Frye’s ideas about archetypes,
Feminist literary criticism focusing on gender, power, and sexuality, and
Folklore studies, particularly the oral traditions discussed by A. K. Ramanujan.
The primary text for analysis is Naga-Mandala. Secondary sources include critical writings on Karnad, Indian theatre, mythology, and feminist theory.
Girish Karnad and the Use of Myth and Folklore
Girish Karnad’s plays regularly use myths, legends, and folktales to explore modern human problems. In Tughlaq, he presents the conflict between political idealism and failure. In Hayavadana, myth becomes a means to explore questions of identity and completeness. In Naga-Mandala, however, Karnad shifts his attention from classical myths to folktales that come from women’s oral traditions.
These folktales are often seen as simple or insignificant, but they express deep emotional truths about women’s lives. By presenting them on the modern stage, Karnad gives importance to voices that are usually ignored. Folklore thus becomes a medium through which suppressed experiences are expressed and social norms are questioned.
Literature Review
Many critics have discussed Karnad’s use of myth and folklore. Aparna Dharwadker explains that Karnad’s plays create a balance between tradition and modernity, using myth as a space for social and ideological debate rather than mere cultural revival. Meenakshi Mukherjee points out that Indian English writers often adapt traditional narratives to address contemporary social issues.
K. Ramanujan’s work on Indian folktales is particularly important for understanding Naga-Mandala. He observes that folktales often preserve women’s suppressed emotions and experiences, especially in relation to marriage and sexuality. While earlier studies recognize the role of folklore in Naga-Mandala, they pay limited attention to how women’s desire and agency are expressed through symbols. This paper attempts to focus on this aspect.
The Serpent (Naga) Myth and Patriarchal Masculinity
In Indian mythology, the serpent or Naga is commonly associated with fertility, renewal, and masculine power. Karnad reshapes this symbol to question traditional ideas of masculinity. The Naga, who takes the form of Appanna at night, shows affection, care, and sexual sensitivity—qualities missing in the real Appanna.
Appanna enjoys respect in society but lacks emotional depth. His cold behaviour towards Rani reveals the emptiness of patriarchal authority, which values control over emotional connection. The Naga’s presence brings emotional and physical fulfillment into Rani’s life, showing how patriarchal systems deny women genuine intimacy.
Magic Roots, Anthill, and Transformation
Magic roots are common in Indian myths and usually symbolize fertility and change. In Naga-Mandala, the blind woman Kurudavva gives Rani a magic root to awaken Appanna’s desire. When it fails, it exposes Appanna’s emotional weakness. Rani throws the root into an anthill, which leads to the awakening of the Naga.
The anthill acts as a symbol of birth and transformation. Rani’s accidental action leads to a major change in her life. This suggests that nature and folklore offer possibilities of change that rigid social rules do not allow.
Marriage and Patriarchy: A Critical Reading
Marriage in Naga-Mandala is shown not as a sacred relationship but as a social system that supports male dominance. Appanna’s good reputation in society hides his cruel behaviour at home. Rani’s silence in the beginning reflects how women often accept oppression as normal.
The Naga’s role challenges the belief that marriage alone ensures happiness. By presenting an alternative emotional relationship, Karnad exposes the emotional emptiness of patriarchal masculinity.
Folklore as Feminist Resistance
Rani does not openly rebel against her situation, yet folklore works as a silent force that empowers her. At the end of the play, her transformation into a goddess shows how myth validates women’s experiences even when logic and reality fail to do so.
At the same time, Karnad remains critical. Rani’s acceptance by society depends on a test of purity, showing that folklore can support patriarchal values as well. This double nature of folklore makes the play complex and realistic rather than idealistic
Conclusion
Naga-Mandala clearly shows Girish Karnad’s skill in using myth and folklore to examine social realities. By focusing on women’s oral narratives, the play highlights the emotional suffering caused by patriarchy and the neglect of women’s desires. Myth becomes both a means of resistance and a reflection of social contradictions.
Karnad neither blindly supports tradition nor completely rejects it. Instead, he questions its values and power structures. Through Naga-Mandala, he connects the past with the present and confirms the importance of myth in modern Indian theatre. The play establishes Karnad as a major voice in Indian English drama who successfully combines tradition with critical insight.
References
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International Journal of Research (IJR) 