**6. Results**

This section will first present the motivations that prompt Chilean and Québec male students' choices to undertake social work. […] On the personal level, the two primary motivations that emerge from the testimonies of Chilean students are the desire to help others and the appeal of social work as a vocation, followed in the order of importance by the influence of family or social circle members who had studied social work.

The following excerpt from the testimony of one student (1) illustrates the motivation to help others and undertake social work as a vocation: "I went into social work […] to be able to help people. I believe that this is the factor that made me enrol" (René). The testimonies of Québec students, however, suggest that their strong motivations are attributable to good relationships with family, specifically parents [who had worked in the health system], and negative personal experiences in the past, among others. The testimony of one participant typifies this primary motivation of most Québec students participating in the present study: "The fact of having two parents who work in the health system. Since I was little, I have been going to hospitals and I have seen how it all works" (Simon) [54].

It is important that the presentation of results remains descriptive, as in the example cited above. The logical question to ask at this point is: when does the presentation of results end? The answer, too, is logical: when the relevant elements of the final subtheme have been presented. In the study cited above, therefore, the presentation concludes with a description of the professional motivations subtheme (see **Table 7**). Once the results have been comprehensively presented, they must subsequently be discussed.

In the discussion, researchers must address the presented results within an analytical perspective. As in the example cited below, the discussion makes reference to the broader literature relevant to the phenomenon under study:

*The present study offers comparative and complementary views on the various dimensions associated with the motivations of men who engage in social work. Participants' answers to the question "What made you choose social work studies?", suggest that their motivations are varie, "multifactorial" [65] and linked with life trajectories. At the level of the sub-category of "educational motivations," it appears that Chilean men seek cognitive and technical skills with which to achieve their goal of social change. The results suggest that these men aspire to the values of social work (EASSW, 2015 [3]) and a more humanist and just society in which social work occupies a position of importance among social science professions. These motivations originate in two factors. One is the participants' social engagement prior to enrolling in university studies. The other is their personal orientation towards humanist values. In the case of participants from Québec, their main motivations lie in good results obtained during pre-university social science studies, which inspired them to undertake social work at university. Our results corroborate a number of previous studies [54, 66, 67]*.

The above excerpt illustrates how the discussion builds on the description of results in order to produce an analytical discourse that compares and contrasts the results and conclusions of the study with those of other studies and authors.

There are three main guidelines to keep in mind when presenting and discussing the results of a thematic analysis:

