another way to say research paper

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• research paper

noun as in position paper

Weak matches

• policy report
• statement of belief
• statement of principles

noun as in term paper

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Related words.

Words related to research paper are not direct synonyms, but are associated with the word research paper . Browse related words to learn more about word associations.

noun as in paper stating beliefs

noun as in long student essay

On this page you'll find 16 synonyms, antonyms, and words related to research paper, such as: manifesto, outline, plank, platform, policy report, and prospectus.

From Roget's 21st Century Thesaurus, Third Edition Copyright © 2013 by the Philip Lief Group.

50 Useful Academic Words & Phrases for Research

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

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

What are academic words and phrases?

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

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

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

How to Choose the Best Academic Terms

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

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

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

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

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

Best Words and Phrases to use in an Introduction section

1. historically.

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

2. In recent years

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

3. It is widely acknowledged that

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

4. There has been growing interest in

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

5. Preliminary observations indicate

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

6. This study aims to

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

7. Despite its significance

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

8. While numerous studies have focused on

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

9. The purpose of this research is

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

10. The question arises (about/whether)

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

Best Words and Phrases for Clarifying Information

11. in other words.

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

12. That is to say

Provides clarification, similar to “in other words.”

13. To put it simply

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

14. To clarify

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

15. More specifically

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

16. To elaborate

Expands on a point made previously.

17. In detail

Indicates a deeper dive into information.

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

19. This means that

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

20. Moreover

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

Best Words and Phrases for Giving Examples

21. for instance.

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

22. As an illustration

Demonstrates a point in full or in part.

23. To illustrate

Shows a clear picture of the point being made.

24. For example

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

25. Such as

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

26. Including

Offers examples as part of a larger list.

27. Notably

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

28. Especially

Adverb that emphasizes a significant instance.

29. In particular

Draws attention to a specific point.

30. To name a few

Indicates examples than previously mentioned are about to be named.

Best Words and Phrases for Comparing and Contrasting

31. however.

Introduces a contrasting idea.

32. On the other hand

Highlights an alternative view or fact.

33. Conversely

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

34. Similarly

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

35. Likewise

Indicates agreement with a previous point.

36. In contrast

Draws a distinction between two points.

37. Nevertheless

Introduces a contrasting point, despite what has been said.

38. Whereas

Compares two distinct entities or ideas.

Indicates a contrast between two points.

Signals an unexpected contrast.

Best Words and Phrases to use in a Conclusion section

41. in conclusion.

Signifies the beginning of the closing argument.

42. To sum up

Offers a brief summary.

43. In summary

Signals a concise recap.

44. Ultimately

Reflects the final or main point.

45. Overall

Gives a general concluding statement.

Indicates a resulting conclusion.

Demonstrates a logical conclusion.

48. Therefore

Connects a cause and its effect.

49. It can be concluded that

Clearly states a conclusion derived from the data.

50. Taking everything into consideration

Reflects on all the discussed points before concluding.

Edit Your Research Terms and Phrases Before Submission

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

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

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

Related Words and Phrases

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Synonyms of research

• as in investigation
• as in to explore
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Thesaurus Definition of research

 (Entry 1 of 2)

Synonyms & Similar Words

• investigation
• exploration
• examination
• inquisition
• disquisition
• questionnaire
• interrogation
• reinvestigation
• soul - searching
• cross - examination
• questionary
• self - examination
• self - reflection
• self - exploration
• going - over
• self - scrutiny
• self - questioning

Thesaurus Definition of research  (Entry 2 of 2)

• investigate
• look (into)
• inquire (into)
• delve (into)
• check up on
• skim (through)
• thumb (through)
• reinvestigate

Thesaurus Entries Near research

Cite this entry.

“Research.” Merriam-Webster.com Thesaurus , Merriam-Webster, https://www.merriam-webster.com/thesaurus/research. Accessed 26 Apr. 2024.

More from Merriam-Webster on research

Nglish: Translation of research for Spanish Speakers

Britannica English: Translation of research for Arabic Speakers

Britannica.com: Encyclopedia article about research

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Effective Transition Words for Research Papers

What are transition words in academic writing?

A transition is a change from one idea to another idea in writing or speaking and can be achieved using transition terms or phrases. These transitions are usually placed at the beginning of sentences, independent clauses, and paragraphs and thus establish a specific relationship between ideas or groups of ideas. Transitions are used to enhance cohesion in your paper and make its logical development clearer to readers.

Types of Transition Words

Transitions accomplish many different objectives. We can divide all transitions into four basic categories:

• Additive transitions  signal to the reader that you are adding or referencing information
• Adversative transitions  indicate conflict or disagreement between pieces of information
• Causal transitions  point to consequences and show cause-and-effect relationships
• Sequential transitions  clarify the order and sequence of information and the overall structure of the paper

Additive Transitions

These terms signal that new information is being added (between both sentences and paragraphs), introduce or highlight information, refer to something that was just mentioned, add a similar situation, or identify certain information as important.

Adversative Transitions

These terms and phrases distinguish facts, arguments, and other information, whether by contrasting and showing differences; by conceding points or making counterarguments; by dismissing the importance of a fact or argument; or replacing and suggesting alternatives.

Causal Transitions

These terms and phrases signal the reasons, conditions, purposes, circumstances, and cause-and-effect relationships. These transitions often come after an important point in the research paper has been established or to explore hypothetical relationships or circumstances.

Sequential Transitions

These transition terms and phrases organize your paper by numerical sequence; by showing continuation in thought or action; by referring to previously-mentioned information; by indicating digressions; and, finally, by concluding and summing up your paper. Sequential transitions are essential to creating structure and helping the reader understand the logical development through your paper’s methods, results, and analysis.

How to Choose Transitions in Academic Writing

Transitions are commonplace elements in writing, but they are also powerful tools that can be abused or misapplied if one isn’t careful. Here are some ways to ensure you are using transitions effectively.

• Check for overused, awkward, or absent transitions during the paper editing process. Don’t spend too much time trying to find the “perfect” transition while writing the paper.
• When you find a suitable place where a transition could connect ideas, establish relationships, and make it easier for the reader to understand your point, use the list to find a suitable transition term or phrase.
• Similarly, if you have repeated some terms again and again, find a substitute transition from the list and use that instead. This will help vary your writing and enhance the communication of ideas.
• Read the beginning of each paragraph. Did you include a transition? If not, look at the information in that paragraph and the preceding paragraph and ask yourself: “How does this information connect?” Then locate the best transition from the list.
• Check the structure of your paper—are your ideas clearly laid out in order? You should be able to locate sequence terms such as “first,” “second,” “following this,” “another,” “in addition,” “finally,” “in conclusion,” etc. These terms will help outline your paper for the reader.

For more helpful information on academic writing and the journal publication process, visit Wordvice’s  Academic Resources  Page. And be sure to check out Wordvice’s professional English editing services if you are looking for  paper editing and proofreading  after composing your academic document.

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Wordvice Resources

• How to Write the Best Journal Submissions Cover Letter
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Other Resources Around the Web

• MSU Writing Center.  Transition Words.
• UW-Madison Writing Center.  Transition Words and Phrases.

Academic Phrasebank

Discussing findings.

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

The term ‘discussion’ has a variety of meanings in English. In academic writing, however, it usually refers to two types of activity: a) considering both sides of an issue, or question before reaching a conclusion; b) considering the results of research and the implications of these. Discussion sections in dissertations and research articles are probably the most complex sections in terms of their elements. They normally centre around a ‘statement of result’ or an important ‘finding’. As there is usually more than one result, discussion sections are often structured into a series of discussion cycles. The most common elements in these cycles, and some of the language that is typically associated with them, are listed below. Note that when offering explanations and suggesting implications the language used is very tentative or cautious (refer to the section entitled  B e ing cautious ).

Providing background information: reference to the literature

Several reports have shown that … As mentioned in the literature review, … Prior studies that have noted the importance of … Very little was found in the literature on the question of … Previous studies evaluating X observed inconsistent results on whether … A strong relationship between X and Y has been reported in the literature. In reviewing the literature, no data was found on the association between X and Y.

Providing background information: reference to the question

The third question in this research was … An initial objective of the project was to identify … The first question in this study sought to determine … It was hypothesised that participants with a history of … The present study was designed to determine the effect of … With respect to the first research question, it was found that … This study set out with the aim of assessing the importance of X in …

Restating the result or one of several results

This study found that … Another finding is that … The results of this study show that … The current investigation found that … In this study, Xs were found to cause … On the question of X, this study found that … The first part of the questionnaire revealed that … This experiment did not detect any evidence for … The most obvious finding to emerge from the analysis is that …

Pointing out interesting or important findings

One interesting finding is … Another important finding is that … The most important result was that … Most striking was the substantial difference in … Another finding that stands out from the results reported earlier is …

Indicating an unexpected outcome

What is surprising is that … Surprisingly, X was found to … One unanticipated result was that … What is curious about this result is that … Surprisingly, no differences were found in … This finding was unexpected and suggests that … One unexpected finding was the extent to which … It is somewhat surprising that no X was noted in this condition … It is interesting to compare Figure 4 with Figure 2 in Smith (2019) that shows … One surprising variable that was found to be significantly associated with X was … Contrary to expectations, this study did not find a significant difference between … These findings are somewhat surprising given the fact that other research shows …

Comparing the result: supporting previous findings

This study confirms that X is associated with … This finding was also reported by Smith  et al . (1989). This finding is consistent with that of Smith (2000) who … Comparison of the findings with those of other studies confirms … This also accords with our earlier observations, which showed that … These results reflect those of Smith  et al . (1992) who also found that … Increased activation in the X in this study corroborates these earlier findings. These results corroborate the findings of a great deal of the previous work in … This finding broadly supports the work of other studies in this area linking X with Y. In accordance with the present results, previous studies have demonstrated that … It is encouraging to compare this figure with that found by Jones (1993) who found that … Consistent with the literature, this research found that participants who reported using X also … This study supports evidence from previous observations (e.g. Smith, 2006; Jones  et al ., 2011). There are similarities between the attitudes expressed by X in this study and those described by …

Comparing the result: contradicting previous findings

This study has been unable to demonstrate that … However, this result has not previously been described. This outcome is contrary to that of Smith et al. (2001) who found … This finding is contrary to previous studies which have suggested that … In contrast to earlier findings, however, no evidence of X was detected. The yields in this investigation were higher compared to those of other studies. However, the findings of the current study do not support the previous research. Smith et al. (1999) showed that … This differs from the findings presented here … The overall level was found to be 15%, lower than that of previously reported levels. It has been suggested that … (Smith et al. , 2002). This does not appear to be the case. The levels observed in this investigation are far below those observed by Smith  et al.  (2007). These results differ from Smith’s 2003 estimate of Y, but they are broadly consistent with earlier …

Offering an explanation for the findings

A possible explanation for this might be … Another possible explanation for this is that … There are several possible explanations for this result. Several factors could explain this observation. Firstly, … An alternative explanation for this result is that it is due to … It is difficult to explain this result, but it might be related to …

This inconsistency may be due to … This discrepancy could be attributed to … These differences can be explained in part by … These relationships may partly be explained by … The observed increase in X could be attributed to … The observed correlation between X and Y might be explained in this way: …

It seems possible that these results are due to … It may be that these participants benefitted from … The possible interference of X cannot be ruled out. Differences between X and Y may have influenced … There are two likely causes for the differences between … Since this difference has not been found elsewhere it is probably not due to …

Advising cautious interpretation of the findings

Another source of uncertainty is … A note of caution is due here since … These findings may be somewhat limited by … These findings cannot be extrapolated to all patients. These data must be interpreted with caution because … It could be argued that the positive results were due to … These results therefore need to be interpreted with caution. In observational studies, there is a potential for bias from … It is important to bear in mind the possible bias in these responses. Although exclusion of X did not …, these results should be interpreted with caution. However, with a small sample size, caution must be applied, as the findings might not be …

Suggesting general hypotheses

These findings suggest that … It is possible, therefore, that … The findings reported here suggest that … According to these data, we can infer that … The present study raises the possibility that … Hence, it could conceivably be hypothesised that … This observation may support the hypothesis that … It may be the case therefore that these variations … It is therefore likely that such connections exist between … The value of X suggests that a weak link may exist between … These results provide further support for the hypothesis that … Therefore, X could be a major factor, if not the only one, causing …

Noting implications of the findings

These findings suggest that … It can therefore be assumed that the … An implication of this finding is the possibility that … One of the issues that emerges from these findings is … Some of the issues emerging from this finding relate specifically to … The results of this observational study suggest that X may help prevent …

Commenting on the findings

This finding is reassuring since … These findings are rather disappointing. However, these results were not very encouraging. The test was successful as it was able to identify students who … The present results are significant in at least two major respects. Unfortunately, these findings are rather difficult to interpret because …

Giving suggestions for future work

This is an important issue for future research. Research questions that could be asked include … Several questions remain unanswered at present. Despite these promising results, questions remain. Additional research is needed to better understand the … A further study with more focus on X is therefore suggested. There is abundant room for further progress in determining … Future studies on the current topic are therefore recommended. Further work is needed to develop reliable analytical methods for … To develop a full picture of X, additional studies will be needed that … In future investigations, it might be possible to use a different X in which … Further studies, which take these variables into account, will need to be undertaken.

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Thank you. payment completed., you will receive an email from us to confirm your registration, please click the link in the email to activate your account., there was error during payment, orcid profile found in public registry, download history, how to refer to other studies or literature in the different sections of a research paper.

• Charlesworth Author Services
• 07 October, 2021

There are many articles which discuss how you can include and discuss existing studies and research in the literature review section of a paper. However, in addition to the literature review , there are many other opportunities to discuss or engage with prior studies in your research. This article offers guidance on how to include other studies or literature in different sections in a research paper.

Engaging with literature in the Introduction

Prior studies are often mentioned in the Introduction , generally as high-level summaries without much detail. Although some people may choose not to use existing literature or research to motivate a study, this is not an uncommon practice. Researchers sometimes rely on prior studies to emphasise the importance of the current study – for example, in challenging a standing argument or addressing an outstanding gap . Prior studies are also often discussed to build the foundation of the arguments of the research paper in question. 

Working with previous studies in the Methodology

It is also common practice to refer to prior literature in the Methodology. You may refer to prior studies as you design the study, collect and/or select data and perform the analysis. If this is the case, it is important to explain clearly why you are using and drawing from previous studies and how these are relevant to your own research paper. 

It is also possible to refer to prior studies to highlight the different methodological choices you have taken in your research. For example, there may be a comparison of the data sources, the sample or subject selections. Or, you might offer a comparison in the decisions made for different parameters, constructs, factors, model selection preferences and so on. Highlighting these differences can help you to clearly present new perspectives and why your study provides value to the field.

If you are offering a comparison between your current and previous studies, try to avoid solely comparing and contrasting, or simply stating what you have performed. What is more important is to explain why you have made these different decisions so that readers can understand the rationale behind your methodological decisions and your project design .

Referring to the literature in the Discussion and Conclusion

It is always a good idea to refer to prior studies and existing literature in the Discussion or Conclusion sections. This is a good time to reiterate the arguments, research questions/hypotheses and objectives that you introduced in the earlier sections of the paper and to discuss your results and findings .

Integrating other relevant literature into your Discussion serves two key purposes . First, it outlines what has already been achieved in prior studies. Second, you can explain how your study builds on this existing work to advance the knowledge in the field . 

Sometimes, through this discussion, you can also demonstrate why or how your findings are the same as or different from prior studies. 

Three common mistakes to avoid

When forging connections between prior studies and your own research paper, it is important to be aware of three common mistakes that authors make.

• Some researchers sometimes focus too much on the existing literature , so that their research paper does not, ultimately, seem to provide many new insights. 
• Because of the way authors might present and discuss prior studies in the Introduction, readers may become distracted or be led to raise more questions that are not relevant to the present research paper. [ Tip : In this and the above instances, it is advisable that you ensure your discussion of the literature is relevant at all times to the specific issues that you are discussing in each section and does not overshadow the main idea(s) in the research paper.]
• Although you can critique prior studies to highlight the unique approach or key message of your study, it is a good practice to avoid subjective assessments, so as not to introduce any personal biases into your discussion of either the literature or your own research. 

In conclusion

Remember that engagement with the literature serves primarily to set the scene and contextualise your own research . It should provide enough information for your reader to understand the relevance and significance of your study, but not take over the main focus of the paper.

Read next (fifth/final) in series: Difference between a literature review and a critical review

Read previous (third) in series: Deciding what to include and exclude as you begin to write your literature review

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Majority of workers who quit a job in 2021 cite low pay, no opportunities for advancement, feeling disrespected

The COVID-19 pandemic set off nearly unprecedented churn in the U.S. labor market. Widespread job losses in the early months of the pandemic gave way to tight labor markets in 2021, driven in part by what’s come to be known as the Great Resignation . The nation’s “quit rate” reached a 20-year high last November.

A new Pew Research Center survey finds that low pay, a lack of opportunities for advancement and feeling disrespected at work are the top reasons why Americans quit their jobs last year. The survey also finds that those who quit and are now employed elsewhere are more likely than not to say their current job has better pay, more opportunities for advancement and more work-life balance and flexibility.

Majorities of workers who quit a job in 2021 say low pay (63%), no opportunities for advancement (63%) and feeling disrespected at work (57%) were reasons why they quit, according to the Feb. 7-13 survey. At least a third say each of these were major reasons why they left.  

Roughly half say child care issues were a reason they quit a job (48% among those with a child younger than 18 in the household). A similar share point to a lack of flexibility to choose when they put in their hours (45%) or not having good benefits such as health insurance and paid time off (43%). Roughly a quarter say each of these was a major reason.

Pew Research Center conducted this analysis to better understand the experiences of Americans who quit a job in 2021. This analysis is based on 6,627 non-retired U.S. adults, including 965 who say they left a job by choice last year. The data was collected as a part of a larger survey conducted Feb. 7-13, 2022. Everyone who took part is a member of the Center’s American Trends Panel (ATP), an online survey panel that is recruited through national, random sampling of residential addresses. This way, nearly all U.S. adults have a chance of selection. The survey is weighted to be representative of the U.S. adult population by gender, race, ethnicity, partisan affiliation, education and other categories. Read more about the ATP’s methodology .

Here are the questions used for this analysis, along with responses, and its methodology.

About four-in-ten adults who quit a job last year (39%) say a reason was that they were working too many hours, while three-in-ten cite working too few hours. About a third (35%) cite wanting to relocate to a different area, while relatively few (18%) cite their employer requiring a COVID-19 vaccine as a reason.

When asked separately whether their reasons for quitting a job were related to the coronavirus outbreak, 31% say they were. Those without a four-year college degree (34%) are more likely than those with a bachelor’s degree or more education (21%) to say the pandemic played a role in their decision.

For the most part, men and women offer similar reasons for having quit a job in the past year. But there are significant differences by educational attainment.

Among adults who quit a job in 2021, those without a four-year college degree are more likely than those with at least a bachelor’s degree to point to several reasons. These include not having enough flexibility to decide when they put in their hours (49% of non-college graduates vs. 34% of college graduates), having to work too few hours (35% vs. 17%) and their employer requiring a COVID-19 vaccine (21% vs. 8%).

There are also notable differences by race and ethnicity. Non-White adults who quit a job last year are more likely than their White counterparts to say the reasons include not having enough flexibility (52% vs. 38%), wanting to relocate to a different area (41% vs. 30%), working too few hours (37% vs. 24%) or their employer requiring that they have a COVID-19 vaccine (27% vs. 10%). The non-White category includes those who identify as Black, Asian, Hispanic, some other race or multiple races. These groups could not be analyzed separately due to sample size limitations.

Many of those who switched jobs see improvements

A majority of those who quit a job in 2021 and are not retired say they are now employed, either full-time (55%) or part-time (23%). Of those, 61% say it was at least somewhat easy for them to find their current job, with 33% saying it was very easy. One-in-five say it was very or somewhat difficult, and 19% say it was neither easy nor difficult.

For the most part, workers who quit a job last year and are now employed somewhere else see their current work situation as an improvement over their most recent job. At least half of these workers say that compared with their last job, they are now earning more money (56%), have more opportunities for advancement (53%), have an easier time balancing work and family responsibilities (53%) and have more flexibility to choose when they put in their work hours (50%).

Still, sizable shares say things are either worse or unchanged in these areas compared with their last job. Fewer than half of workers who quit a job last year (42%) say they now have better benefits, such as health insurance and paid time off, while a similar share (36%) says it’s about the same. About one-in-five (22%) now say their current benefits are worse than at their last job.

College graduates are more likely than those with less education to say that compared with their last job, they are now earning more (66% vs. 51%) and have more opportunities for advancement (63% vs. 49%). In turn, those with less education are more likely than college graduates to say they are earning less in their current job (27% vs. 16%) and that they have fewer opportunities for advancement (18% vs. 9%).

Employed men and women who quit a job in 2021 offer similar assessments of how their current job compares with their last one. One notable exception is when it comes to balancing work and family responsibilities: Six-in-ten men say their current job makes it easier for them to balance work and family – higher than the share of women who say the same (48%).

Some 53% of employed adults who quit a job in 2021 say they have changed their field of work or occupation at some point in the past year. Workers younger than age 30 and those without a postgraduate degree are especially likely to say they have made this type of change.

Younger adults and those with lower incomes were more likely to quit a job in 2021

Overall, about one-in-five non-retired U.S. adults (19%) – including similar shares of men (18%) and women (20%) – say they quit a job at some point in 2021, meaning they left by choice and not because they were fired, laid off or because a temporary job had ended.

Adults younger than 30 are far more likely than older adults to have voluntarily left their job last year: 37% of young adults say they did this, compared with 17% of those ages 30 to 49, 9% of those ages 50 to 64 and 5% of those ages 65 and older.

Experiences also vary by income, education, race and ethnicity. About a quarter of adults with lower incomes (24%) say they quit a job in 2021, compared with 18% of middle-income adults and 11% of those with upper incomes.

Across educational attainment, those with a postgraduate degree are the least likely to say they quit a job at some point in 2021: 13% say this, compared with 17% of those with a bachelor’s degree, 20% of those with some college and 22% of those with a high school diploma or less education.  

About a quarter of non-retired Hispanic and Asian adults (24% each) report quitting a job last year; 18% of Black adults and 17% of White adults say the same.

Note: Here are the questions used for this analysis, along with responses, and its methodology.

• Business & Workplace
• Coronavirus (COVID-19)
• COVID-19 & the Economy
• Income & Wages

Kim Parker is director of social trends research at Pew Research Center

Juliana Menasce Horowitz is an associate director of research at Pew Research Center

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