HMPYC80
Assignment 5 2025
Unique number: 714166
Due date: 29 August 2025
HOW DOES COGNITIVE REAPPRAISAL INFLUENCE RESILIENCE AND
PERCEIVED SOCIAL SUPPORT AMONG POSTGRADUATE DISTANCE-LEARNING
STUDENTS EXPERIENCING ACADEMIC STRESS IN SOUTH AFRICA?
TABLE OF CONTENTS
TITLE .......................................................................................................................... 4
ABSTRACT ................................................................................................................ 4
KEYWORDS ............................................................................................................... 5
1. INTRODUCTION .................................................................................................... 6
2. BACKGROUND OF THE RESEARCH INTEREST, ISSUE OR PROBLEM ........... 6
3. LITERATURE REVIEW .......................................................................................... 8
3.1. Introduction ....................................................................................................... 8
3.2. Understanding Cognitive Reappraisal .............................................................. 8
3.3. The Role of Resilience in Academic Settings ................................................... 9
3.4. Perceived Social Support and Its Impact on Academic Stress ....................... 10
3.5. The Interplay Between Cognitive Reappraisal, Resilience, and Social Support12
DISCLAIMER & TERMS OF USE
Educational Aid: These study notes are intended to be used as educational resources and should not be seen
as a replacement for individual research, critical analysis, or professional consultation. Students are encouraged
to perform their own research and seek advice from their instructors or academic advisors for specific
assignment guidelines.
Personal Responsibility: While every effort has been made to ensure the accuracy and reliability of the
information in these study notes, the seller does not guarantee the completeness or correctness of all content.
The buyer is responsible for verifying the accuracy of the information and exercising their own judgment when
applying it to their assignments.
Academic Integrity: It is essential for students to maintain academic integrity and follow their institution's
policies regarding plagiarism, citation, and referencing. These study notes should be used as learning tools and
sources of inspiration. Any direct reproduction of the content without proper citation and acknowledgment may
be considered academic misconduct.
Limited Liability: The seller shall not be liable for any direct or indirect damages, losses, or consequences
arising from the use of these notes. This includes, but is not limited to, poor academic performance, penalties, or
any other negative consequences resulting from the application or misuse of the information provided.
, HOW DOES COGNITIVE REAPPRAISAL INFLUENCE RESILIENCE AND
PERCEIVED SOCIAL SUPPORT AMONG POSTGRADUATE DISTANCE-
LEARNING STUDENTS EXPERIENCING ACADEMIC STRESS IN SOUTH
AFRICA?
TABLE OF CONTENTS
TITLE ......................................................................................................................... 4
ABSTRACT ................................................................................................................ 4
KEYWORDS .............................................................................................................. 5
1. INTRODUCTION .................................................................................................... 6
2. BACKGROUND OF THE RESEARCH INTEREST, ISSUE OR PROBLEM .......... 6
3. LITERATURE REVIEW .......................................................................................... 8
3.1. Introduction ...................................................................................................... 8
3.2. Understanding Cognitive Reappraisal .............................................................. 8
3.3. The Role of Resilience in Academic Settings ................................................... 9
3.4. Perceived Social Support and Its Impact on Academic Stress ....................... 10
3.5. The Interplay Between Cognitive Reappraisal, Resilience, and Social Support
.............................................................................................................................. 12
3.6. Theoretical Perspectives Guiding the Study .................................................. 13
3.6.1. Gross’s Process Model of Emotion Regulation ........................................ 13
3.6.2. Lazarus and Folkman’s Transactional Model of Stress and Coping ........ 14
3.6.3. Fredrickson’s Broaden-and-Build Theory of Positive Emotions ............... 14
3.6.4. Integrative Theoretical Framework .......................................................... 15
3.7. Empirical Evidence from South Africa and Beyond ........................................ 15
3.7.1. Global Studies on Cognitive Reappraisal and Resilience ........................ 15
3.7.2. Global Research on Social Support and Academic Well-Being ............... 16
3.7.3. South African Research and the Distance-Learning Context ................... 16
3.8. Research Gap and Rationale for the Study.................................................... 17
4. RESEARCH APPROACH, METHOD, AND DESIGN........................................... 18
4.1. Research Paradigm and Ontology ................................................................. 18
4.2. Research Approach ....................................................................................... 18
4.3. Research Design ........................................................................................... 18
4.4. Research Question and Variables ................................................................. 19
4.5. Target Population ........................................................................................... 19
4.6. Sampling Strategy .......................................................................................... 20
4.9. Data Analysis Method .................................................................................... 21
Assignment 5 2025
Unique number: 714166
Due date: 29 August 2025
HOW DOES COGNITIVE REAPPRAISAL INFLUENCE RESILIENCE AND
PERCEIVED SOCIAL SUPPORT AMONG POSTGRADUATE DISTANCE-LEARNING
STUDENTS EXPERIENCING ACADEMIC STRESS IN SOUTH AFRICA?
TABLE OF CONTENTS
TITLE .......................................................................................................................... 4
ABSTRACT ................................................................................................................ 4
KEYWORDS ............................................................................................................... 5
1. INTRODUCTION .................................................................................................... 6
2. BACKGROUND OF THE RESEARCH INTEREST, ISSUE OR PROBLEM ........... 6
3. LITERATURE REVIEW .......................................................................................... 8
3.1. Introduction ....................................................................................................... 8
3.2. Understanding Cognitive Reappraisal .............................................................. 8
3.3. The Role of Resilience in Academic Settings ................................................... 9
3.4. Perceived Social Support and Its Impact on Academic Stress ....................... 10
3.5. The Interplay Between Cognitive Reappraisal, Resilience, and Social Support12
DISCLAIMER & TERMS OF USE
Educational Aid: These study notes are intended to be used as educational resources and should not be seen
as a replacement for individual research, critical analysis, or professional consultation. Students are encouraged
to perform their own research and seek advice from their instructors or academic advisors for specific
assignment guidelines.
Personal Responsibility: While every effort has been made to ensure the accuracy and reliability of the
information in these study notes, the seller does not guarantee the completeness or correctness of all content.
The buyer is responsible for verifying the accuracy of the information and exercising their own judgment when
applying it to their assignments.
Academic Integrity: It is essential for students to maintain academic integrity and follow their institution's
policies regarding plagiarism, citation, and referencing. These study notes should be used as learning tools and
sources of inspiration. Any direct reproduction of the content without proper citation and acknowledgment may
be considered academic misconduct.
Limited Liability: The seller shall not be liable for any direct or indirect damages, losses, or consequences
arising from the use of these notes. This includes, but is not limited to, poor academic performance, penalties, or
any other negative consequences resulting from the application or misuse of the information provided.
, HOW DOES COGNITIVE REAPPRAISAL INFLUENCE RESILIENCE AND
PERCEIVED SOCIAL SUPPORT AMONG POSTGRADUATE DISTANCE-
LEARNING STUDENTS EXPERIENCING ACADEMIC STRESS IN SOUTH
AFRICA?
TABLE OF CONTENTS
TITLE ......................................................................................................................... 4
ABSTRACT ................................................................................................................ 4
KEYWORDS .............................................................................................................. 5
1. INTRODUCTION .................................................................................................... 6
2. BACKGROUND OF THE RESEARCH INTEREST, ISSUE OR PROBLEM .......... 6
3. LITERATURE REVIEW .......................................................................................... 8
3.1. Introduction ...................................................................................................... 8
3.2. Understanding Cognitive Reappraisal .............................................................. 8
3.3. The Role of Resilience in Academic Settings ................................................... 9
3.4. Perceived Social Support and Its Impact on Academic Stress ....................... 10
3.5. The Interplay Between Cognitive Reappraisal, Resilience, and Social Support
.............................................................................................................................. 12
3.6. Theoretical Perspectives Guiding the Study .................................................. 13
3.6.1. Gross’s Process Model of Emotion Regulation ........................................ 13
3.6.2. Lazarus and Folkman’s Transactional Model of Stress and Coping ........ 14
3.6.3. Fredrickson’s Broaden-and-Build Theory of Positive Emotions ............... 14
3.6.4. Integrative Theoretical Framework .......................................................... 15
3.7. Empirical Evidence from South Africa and Beyond ........................................ 15
3.7.1. Global Studies on Cognitive Reappraisal and Resilience ........................ 15
3.7.2. Global Research on Social Support and Academic Well-Being ............... 16
3.7.3. South African Research and the Distance-Learning Context ................... 16
3.8. Research Gap and Rationale for the Study.................................................... 17
4. RESEARCH APPROACH, METHOD, AND DESIGN........................................... 18
4.1. Research Paradigm and Ontology ................................................................. 18
4.2. Research Approach ....................................................................................... 18
4.3. Research Design ........................................................................................... 18
4.4. Research Question and Variables ................................................................. 19
4.5. Target Population ........................................................................................... 19
4.6. Sampling Strategy .......................................................................................... 20
4.9. Data Analysis Method .................................................................................... 21
