1. The psychology extended essay is a literature review to investigate a focused research question

2. You may only use secondary sources; the collection of primary data is not allowed.

3. Your essay should demonstrate knowledge of theories and research methodology relevant to psychology.

4. It is also important to write “like a psychologist” using the language of psychology.

5. The extended essay asks you to do independent research beyond your classroom learning. 

6. You may investigate a question inspired by something you learned in class, or you may want to explore an area of psychology not part of the DP Psychology curriculum.

   
   

• What role do cognitive biases play in perpetuating systemic inequalities, and how can insights from behavioral economics help design more equitable policies?

• How do power dynamics in intimate relationships influence mental health outcomes, and how can this be understood through psychological and feminist theoretical frameworks?

• How do early childhood experiences with authority figures shape adult perceptions of justice, and what can education and social policy do to address these influences?

• To what extent do power imbalances within healthcare settings affect patient outcomes?

Culture, identity, expression

• How do language and cultural expression shape individual identity development?

• To what extent does implicit bias interact with cultural representations of gender in media?

• To what extent do religious and spiritual practices influence psychological well-being and identity?

• To what extent can drama play a role in developing individual identity?

Movement, time, space

• To what extent do circadian rhythms impact psychological well-being?

• To what extent does long-term isolation in space exploration impact psychological functioning?

• To what extent does the experience of "flow" in music influence well-being?

• To what extent does time perception play a role in the experience of trauma?

Evidence, measurement, innovation

• To what extent does the use of biometric data, such as neuroimaging or physiological sensors, enhance traditional psychological assessments?

• To what extent can cognitive behavioral therapy be enhanced by artificial intelligence?

• To what extent do innovations in genetic testing contribute to the measurement of psychological predispositions?

Sustainability, development, change

• To what extent do intrinsic motivations versus extrinsic motivations influence individual behavior change in adopting energy conservation?

• To what extent do cultural differences in risk perception shape responses to climate change?

• To what extent does green space availability impact social connectedness in urban populations?

• DO: separate your title from your Research Question.   

• Do: Have a focused research question that will allow you to come to a conclusion in 4000 words.   

• Do: Make sure you can find research from appropriate sources that will help you answer it before you decide on a question.   

• Do: Avoid ‘pop’ psychology topics, questions and resources. Pop psychology is published in ‘self-help’ books, magazines and websites. Pop psychology resources cover many of the same topics as academic psychology but they do so with a mainstream audience in mind. Academic psychology is the product of clearly defined and accepted research methods. It is taught in universities and the work is published in academic journals.   

• Do: See the Extended Essay as a series of small sections, each with their own focus and purpose. Each section will have different research attached to it.  

• Do: Use sub-headings to demarcate your essays. The subheadings should be small questions that can be addressed in about 600 words.   

• Do: A lot of broad reading from a variety of sources.  

• Do: Use a journal (digital or pen and paper) to keep track of your research.  

• Do: Give yourself realistic personal deadlines and stick to them. “This Saturday I will write one paragraph on BLANK.”  

• Do: Get a ‘study-buddy’ (peer reviewer). They should check for small errors and over all structure. They help you see things you missed like poor spellng (NOTE TO SETTER: This mistake is deliberate).   

• Do: Return the favour and be a study-buddy for someone else.   

• Do: Have more ideas than you need. Read more authors than you need. Your problem should be trying to fit all of your ideas into your essay not trying to fill out the essay with very little research.   

• Do: Use formal language. This is not a creative writing exercise, nor are you talking to your best friend. You are not trying to project your personality through your writing. You are presenting other people’s ideas and research to make an argument. Use cold, dry, academic language. The ideas themselves are interesting not your style of writing. Use the style you find in academic journals.   

• Do: Make use of your supervisor and make sure you are scheduling lots of informal meetings to discuss your research progress.   

• Do not: Try and change the world and invent new ideas. You are an IB Diploma student who has been asked to write a 4000 word essay. Your job is to organize existing ideas into a logical whole with appropriate evaluation under a reasonable question.   

• Do not: Use the same author more than 3 or 4 times to illustrate an idea. If you are doing this then you need to do more research.   

• Do not: See the essay as a 4000 word assignment. Instead, see the essay as a series of 600 (x5) word sections with a 500 word introduction and a 500 word conclusion. Each section should address a clear point.   

• Do not: Ignore small mistakes. Small mistakes lose marks and detract from the overall judgment of the essay (e.g. poor referencing, lazy presentation, poor use of quotes to fill up space, sections that have no focus). Use your study-buddy to help you. You should always have another pair of eyes check your work other than your teacher.    

• Do not: Overuse quotes. Always ask yourself, can I change this slightly and then cite and reference it so I don’t have to quote it?   

• Do not: Write a big idea without a citation and reference. For example, you can’t have big ideas such as memory or depression and not define them. You are not expected to define them yourself. You are expected to find different definitions, reference them and then choose one. If you don’t cite and reference them this is considered plagiarism.  

• Do not: Write a sweeping statement or a generalization without a citation and reference. For example, you can’t write ‘most people experience depression at some point in their lives…’ without a citation and reference and without a researched statistic.   

• Do not: Start a sentence with ‘most people…’ or similar phrases. It is not considered academic.   

• Do not: Use a source if you can’t find the author’s name. If you cannot find an author’s name on a piece of work (usually a website) do not use it.   

• Do not: Write author’s initials, author’s universities, author’s qualifications (e.g. PhD) in your in-text citations unless they are essential to the point you are making. The surname and date is all that should be included. Keep your sentences and references simple and to the point.   

• Do not: write your name or school name on the title page or the page headers.   

1.   Cause/consequence essays

This idea aligns well with the nature of Psychology as a discipline that examines the extent to which specific factors lead to particular behavioural outcomes.

In this structure, students identify a potential cause, outline the psychological mechanisms that explain the link to a behaviour, and critically evaluate the strength of this connection. The New Psychology Guide offers a wide range of possibilities, particularly from the biological and sociocultural approaches, which can be used to explain behaviours such as mental health disorders and problems, and relationship outcomes.

2.   Evaluation of a specific therapy for a specific mental health disorder or problem. 

The second common structure for a successful EE in Psychology is the evaluation of a specific therapy for a specific mental health disorder or problem. This approach allows students to explore the theoretical basis of the therapy, examine empirical evidence supporting its effectiveness, and critically assess its strengths and limitations. The essay should analyse how well the therapy addresses the symptoms and underlying mechanisms of the disorder, drawing on studies from academic journals. This structure aligns well with the IB’s emphasis on critical thinking and academic rigour, and it provides a clear framework for demonstrating understanding of psychological theories, methods, and debates.

3. Advice for the introduction

   
   

   Introductions should set a clear and academically focused foundation for the essay. They need to outline the scope of the investigation, making explicit what the essay will cover. Personal justifications should be avoided; instead, the introduction should explain why the research question is relevant within the academic field of psychology.

   Key psychological theories and studies should be identified early on, with a brief explanation of how they will be used to support the central argument. Important terms must be defined using academic sources to ensure clarity and rigour.

   It is also good practice for introductions to include signposting, offering the reader a brief overview of the structure of the essay—for example, by stating, “In the first section, I will outline key terms…” This helps maintain a focused line of inquiry and signals a well-planned structure.

   Teachers may wish to recommend the use of academic sentence starters to support a formal tone, such as:

   ●     The reason why the research question is relevant for discussion in an academic context is because…

   ●     The psychological theories and studies I will use are…

   ●     I will use them to demonstrate…
   

4. Advice for the body paragraphs

   
   

   Body paragraphs should have a clear focus on the question. One way to achieve this is to have students write mini introductions to the body paragraphs and explain their relevance in terms of the question. Each paragraph can be structured around PEAL (Point, Evidence, Analysis and Link). They should be around 250-450 words in length.

5. Advice for the conclusion

   
   

   Conclusions should provide a clear and reflective closing to the essay. They need to revisit the core findings of the argument, offering a concise summary of how the research question has been addressed. A strong conclusion should also outline any outstanding issues raised during the analysis, such as unresolved questions or limitations of the evidence base.

   Students should be encouraged to acknowledge areas where further research could be directed, showing an understanding of the ongoing nature of psychological inquiry. This reinforces critical thinking and situates their essay within a broader academic context.

   The conclusion should not introduce new material, but instead offer a firm and coherent end point. Example sentence starters that may support students in developing this section include:

   ●     An outstanding issue raised by my analysis of… is…

   ●     However, there are limitations such as…

   ●     Unresolved questions remain, such as…

   ●     Therefore, this suggests future research can be directed towards…
   
   

   
   

   
   

Practical Solution: Keep the questions simple. They do not need to specify a demographic and they should not have a compound question (where they have two parts needing two separate answers. Cause-and-effect questions (considering one cause in terms of one effect) are recommended for weaker students.

Have students evaluate sample questions before beginning the process of developing their own research question.

Do not proceed without the question locked down.

Problem: The essay lacks key terms and key ideas.

Practical Solution: Always use the wording of the Guide. Use the phrasing and ideas within the Contexts, Concepts and Content.

Problem: Essay lacks focus

Practical Solution: View the essay as a 3000-word document (with an added 500 introduction and 500-word conclusion). Break this down into 5x600-word sections or 6x500-word sections. Each section has a specific focus that must address the question in some way.

Problem: Sections lack focus

Practical Solution: For each section, have a few sentences in italics under the heading and explain why this relates to the Question.

E.g. “This section is relevant to the question because…”

Problem: Critical thinking is contrived.

Practical Solution: Use the critical thinking and conceptual toolbox provided by the IB under Critical thinking. Do not repeat the same points - if you have discussed sample limitations for one study choose another aspect of another study. After a critical thinking point - relate it back to the question. Critical thinking should be embedded throughout and not come in the form of special sections.

Problem: Reflections should be focused.

Practical Solution: Choosing a single aspect of the student research journey to explain and evaluate in each reflection would be a better approach than trying to address all aspects of their research.

Reflection Questions

Reflection box 1

·      What are you interested in researching and why?

·      What has motivated you to research this topic?

·      What do you already know about the topic?

·      What possible question(s) might you research? What is your working research question?

·      What approaches to the topic/research question have you or might you develop for this topic? How might you go about undertaking this research?

·      Given the initial reading you have undertaken on the subject, is your research question appropriate and focused on the subject you are submitting the EE?

·      Will your research question allow you to think critically about the topic you are researching? If there is a risk that the question will encourage you to write a descriptive response, how might you need to change the question to allow for more critical thinking, analysis and evaluation?

·      Are your chosen research methods appropriate for the subject you have chosen?

·      Are there any ethical issues you need to consider before pursuing this area of research?

·      Where are you searching for reliable sources?

·      Are there any challenges that you need to overcome in order to achieve your desired outcomes? What can you do about them?

·      What needs to be done next?

Reflection box 2

·      What have you achieved so far and how did you manage this?

·      What challenges have you faced and what strategies have you used to overcome these?

·      Do you have sufficient information to begin formulating an argument?

·      If you do not have sufficient information, how will you go about resolving this?

·      To what extent does the information collected relate closely to your proposed research question?

·      Given the information you have collected, do you need/ have you needed to reformulate your research question?

·      Has the information collected taken you in an unexpected direction?

·      How has your understanding of the question/topic changed?

·      Are there any inconsistencies in your argument and analysis?

·      Are there still questions/issues that you are unclear on how to resolve?

·      What changes need to be made in order to complete this research?

·      What have you learned that might affect the way you continue?

Reflection box 3

·      To what extent were your initial ideas realised?

·      Were your original plans/ideas realistic and appropriate?

·      To what extent has your thinking been confirmed or changed about your chosen topic as a result of your research?

·      What strategies did you employ that proved particularly effective in the research process?

·      What skills have you developed and how might these be useful in the future?

·      What do you think your successes were in this process?

·      Were the strategies you used for undertaking your research the most appropriate for achieving your outcomes?

·      If you changed your approach or strategies during the process, why did you do this?

·      If you were to undertake this research again, would you do it differently (in terms of theories used, methodological approach, strategy for researching and writing) – if so, how, and why or why not?

·      What, if any, questions or issues emerged as a result of your research that you were not expecting? Would these questions influence your approach if you were to undertake the research again?

·      What improvements might you suggest to your own working practices?

·      What was the most rewarding aspect of the entire process?

What did you learn about yourself as a learner in this process?

Problem: Citation needs to be taught and practised.

Practical Solution: All citations should be checked before submitting the essay for peer review assessment.

When a student writes an idea into the essay that needs to be cited, they should stop, cite it, and then reference it. Do not leave citations until the end of the essay.

Here is a list of general terms that allow for the narrowing down (or “limiting”) of potential titles. They are all accompanied by examples showing how a title can

be more sharply focused when the general terms (in red) are narrowed down by introducing “limiting” factors (in blue).

Accuracy- Accurate in determining what exactly?

Original title: How accurate are baseline tests such as the Cognitive Ability Test (CAT4) or Middle Years Information System (MidYIS) in education?

Revised title: To what extent can baseline tests such as CAT4 be seen as an accurate means of determining student performance in the IB Middle Years Programme?

Aspect-Is there a specific aspect that could be investigated (for example, a particular military confrontation, a specific programme, a type of therapy or a specific law)?

Original title: How effective was Hofstede’s Cultural Dimensions Theory in understanding cultural groups?

Revised title: To what extent does Hofstede’s Cultural Dimensions Theory effectively explain variations in individualism and collectivism across different cultural groups?

Research study- Which case study did you wish to explore?

Original title: Can studies on language conclusively show the impact of language on memory recall?

Revised title: How conclusive is the 1974 Loftus and Palmer study when it comes to determining the effect of language on memory recall?

Effect- Is there a specific effect you are trying to ascertain or measure (for example, on behaviour or in terms of migration patterns or development of laws)?

Original title: What accounts for decreased levels of self-worth among users aged 10-177

Revised title: To what extent can high engagement with social media apps be seen as a major cause of decreased levels of self-worth among users aged 10-177

Effectiveness- What exactly are you referring to by “effective”? Effective in what way?

Original title: The effectiveness of mental toughness among American football players

Revised title: To what extent can mental toughness improve the athletic performance of American football players?

Experiment- Which experiment do you wish to explore or question the validity of?

Original title: Can an experiment in psychology ever be objective?

Revised title: To what extent can Benjamin Libet’s experiments on free will be deemed objective?

Factors- Which specific factor do you want to focus on (for example, military, economic, social, cultural, religious, upbringing or nurturing)?

Original title: What are the features of depression in adolescents?

Revised title: What are the distinguishing emotional and cognitive features of depression among adolescents aged 14–18?

Features: Which specific feature of a system do you wish to explore in your essay?

Original title:

Revised title:

Location- Which country, city or location do you want to investigate?

Original title: How does environment affect learning outcomes in children?

Revised title: To what extent does access to green spaces in schools improve attention and learning outcomes in children aged 6–12?

Material - is there a specific material that lends itself well to your investigation

Original title: How does study material affect learning?

Revised title: How does the use of interactive digital material impact the retention of psychological concepts in high school students?

Methodology- Is there a specific method you want to investigate in terms of your approach?

Original title: What methodologies are used to measure memory?

Revised title: How do recall tasks differ from recognition tasks in measuring episodic memory accuracy in adults?

Process- Is there a specific process or model that you could refer to (for example, a specific model, research model or interpretation model)?

Original title: What is the process of memory formation?

Revised title: To what extent does the therapeutic process of exposure therapy modify maladaptive fear responses?

Reliability- Reliable in determining what or when, compared to what exactly?

Original title: How reliable are self-report studies in psychology?

Revised title: To what extent are self-report methods reliable in measuring symptoms of depression among adolescents?

School: Is there a specific school of thought or movement you had in mind on which to base your interpretation or reading?

Original title: How does bullying affect students in schools?

Revised title: To what extent does school bullying contribute to anxiety and social withdrawal in high school students?

Skills- Which specific skill(s) do you wish to explore?

Original title: How does multitasking affect cognitive skills?

Revised title: To what extent does multitasking impair working memory performance in young adults?

Society- Is there a specific type of social structure you’d like to explore?

Original title: How does society influence gender roles?

Revised title: To what extent do societal norms influence the development of gender schema in children aged 5–10?

Technique- Is there a specific technique you want to investigate in terms of your approach?

Original title: What role do texts play in therapy?

Revised title: To what extent do self-help texts improve coping mechanisms in individuals with mild anxiety?

Texts- Which specific text did you have in mind to focus your investigation on?

Original title: How has therapy evolved over time?

Revised title: How has the effectiveness of cognitive-behavioural therapy evolved since its development in the 1960s?

Time Period-Which specific period in time do you want to investigate (for example, a defined period such as a decade or a specific event in time)?

Original title: How has memory research changed over time?

Revised title: How has research on eyewitness testimony changed since the introduction of Loftus’ studies in the 1970s?

Type- Is there a specific theory/ design you have in mind?

Original title: What types of memory are affected by trauma?

Revised title: How does childhood trauma affect episodic versus procedural memory in adults?

Criterion A focuses on how the essay is framed.  This includes the clarity and focus of the research question, the use of evidence to build an argument, and the structure and communication of the essay. Criterion A is worth six marks.

It is essential to remember that a strong extended essay begins with a compelling research question.  Almost every aspect of the extended essay is assessed by going back to the research question. A poorly framed research question often leads to a low-scoring extended essay.  As we will discuss in the “Planning the Extended Essay” pages, the key is to write a research question that is clearly worded and narrowly focused.  In other words, keep it simple.

Criterion B. Knowledge and Understanding

Criterion D focuses on how the research and theories are described, as well as how terminology is used in the essay.  Key skills for this criterion include the ability to link research back to your research question, use terminology accurately in the assessment of research, and unpack key ideas to make all ideas clear to the reader.

This criterion is worth six marks.

Criterion C. Analysis

Criterion C assesses the analysis of the individual studies used to develop an argument.  Secondly, it looks at how conclusions are drawn throughout the essay. The goal of the analysis is to explain the value of the research that has been chosen to make your argument and explain what the research tells about the research question.

This criterion is worth six marks.

Criterion D. Discussion and evaluation

Criterion D focuses on discussion and evaluation within the essay.  Evaluation is focused on the strengths and limitations of the research that has been applied to develop your argument. Discussion is a broader, more holistic approach to answering your research question, considering the research you have conducted.

This criterion is worth eight marks.

Criterion E. Reflection

Criterion E asks you to reflect on planning and progress. You may want to consider how your research process has influenced your future thinking, providing examples of how the skills you have learned can be applied in other contexts, or how your decision-making was affected throughout the process. It is essential that reflections not only document your process but also demonstrate growth and the transfer of learning.

This criterion is worth four marks.

B. The problem to be investigated is outlined and justified.

C. Important terms are defined.

D. The research question is clearly stated.  And it is stated as a question.

E. How the argument will be made and which studies will be used is clearly stated.

F. The introduction ends with a clear statement of the thesis of the paper.

The answer?  More than you will use.

The template is designed for seven sources.  To earn top marks, you need to use eight or more sources.  This does not mean eight or more studies.

This template is for outlining your key evidence.  Other citations may be used to define terms, provide statistics, or refer to arguments about a theory made by another researcher. Most strong EEs have between 15 and 20 sources. It is neither expected nor recommended that you have more sources than that. Below is the sample-filled template.

The BPS Research Journal provides brief accounts of psychological research from The British Psychological Society

Veritasium- This site offers several videos that are science-based.  If you search for psychology videos, you will find a lot of interesting topics.

The Psychologist is an excellent online magazine with a lot of recent research. You can also search their archives.

Science daily provides brief accounts of research in many areas of interest for psychology, but mostly in relation to the biological level of analysis.

Peer-reviewed articles

Google Scholar is a good place to start. And if you are looking for a pdf, include "PDF" in your search. 

Find Articles - a generic database that has free online access.

The National Library of Medicine is a good site to use for abnormal psychology and health topics.

Psychology commons: Full-text articles that are divided up based on disciplines within psychology.

Pubmed - a more medical-based database of peer-reviewed research relevant to psychology

Researchgate is a great site in that it has many pdfs that can be downloaded.  And if you can't, then you can request that the author send you a copy.

SCIRP Open Access is a database of recently published open-access articles from all areas of science.

Semantic Scholar is another online database that has many free peer-reviewed journal articles.

Wiley Online Library is very similar to Science Daily, but fewer articles are available for free.

Sources to avoid for EE

Getwell.org is a commonly used site that is not academic and should be avoided.

Huffington Post is a commonly cited source in Extended Essays, but the information is anecdotal and not academic.  Students should avoid using news sources for their EE in psychology.

Inthinking, Themantic, or the OUP textbook.  In general, citing from textbooks is not a good idea. 

Medscape or Web MD -  both of these are generic medical sites and are not highly reliable information.

Psycport is a good site for getting general information about a topic, but most of the links are too mainstream media like the Washington Post, Forbes, or the Huffington Post.  Often research is mentioned in the articles, but the student then needs to try to find the original study.

Simply Psychology is a revision site that students often use to define a term or explain a theory. 

It would be better for students to use the APA, APS, or BPS sites in order to cite definitions.