HMPYC80
Assignment 5
RESEARCH PROPOSAL
Unique No: 714166
DUE 29 August 2025
,HMPYC80
Assignment 5
Unique No: 714166
DUE 29 August 2025
RESEARCH PROPOSAL
Title:
How Cognitive Reappraisal Affects Resilience and Perceived Social Support in South
African Postgraduate Distance-Learning Students Under Academic Stress
Contents
Abstract ........................................................................................................................... 3
Introduction ..................................................................................................................... 4
2. BACKGROUND OF THE RESEARCH INTEREST, ISSUE OR PROBLEM ............... 5
3. LITERATURE REVIEW ............................................................................................. 10
3.1. Introduction ......................................................................................................... 10
3.2. Understanding Cognitive Reappraisal ................................................................ 11
3.3. The Role of Resilience in Academic Settings ..................................................... 13
3.4. Perceived Social Support and Its Impact on Academic Stress ........................... 15
3.5. The Interplay Between Cognitive Reappraisal, Resilience, and Social Support . 18
3.6. Theoretical Perspectives Guiding the Study ....................................................... 23
3.6.1. Gross’s Process Model of Emotion Regulation ............................................ 23
3.6.3. Fredrickson’s Broaden-and-Build Theory of Positive Emotions .................... 26
, 3.6.4. Integrative Theoretical Framework ............................................................... 27
3.7. Empirical Evidence from South Africa and Beyond ............................................. 29
3.7.1. Global Studies on Cognitive Reappraisal and Resilience ............................ 29
3.7.2. Global Research on Social Support and Academic Well-Being ................... 30
3.7.3. South African Research and the Distance-Learning Context ....................... 31
3.8. Research Gap and Rationale for the Study ........................................................ 33
4. RESEARCH APPROACH, METHOD, AND DESIGN ................................................ 36
4.1. Research Paradigm and Ontology ...................................................................... 36
4.2. Research Approach ............................................................................................ 37
4.3. Research Design ................................................................................................ 37
4.4. Research Question and Variables ...................................................................... 38
4.5. Target Population ............................................................................................... 39
4.6. Sampling Strategy .............................................................................................. 39
4.9. Data Analysis Method ......................................................................................... 40
5. RESEARCH ETHICS ................................................................................................ 43
Recommendations ........................................................................................................ 45
REFERENCES .............................................................................................................. 47
, Abstract
This study explores how cognitive reappraisal, a helpful strategy of seeing stressful
situations in a more positive light, affects resilience and perceived social support among
postgraduate distance-learning students in South Africa. Research shows that cognitive
reappraisal is linked to higher personal resilience (meta-analysis r ≈ 0.47) and reduced
negative emotions. These traits may help students cope better with academic stress.
The study draws on Gross’s process model of emotion regulation, Lazarus and
Folkman’s stress-and-coping theory, and Fredrickson’s broaden-and-build theory to
argue that students who regularly use cognitive reappraisal are more likely to feel
resilient and supported. A cross-sectional survey will be conducted using validated tools
to measure cognitive reappraisal, resilience, perceived social support, and academic
stress. It is expected that students who use reappraisal more often will show higher
levels of resilience and feel more supported. Insights from this study can guide support
strategies, such as teaching students how to reframe stress more positively.
Assignment 5
RESEARCH PROPOSAL
Unique No: 714166
DUE 29 August 2025
,HMPYC80
Assignment 5
Unique No: 714166
DUE 29 August 2025
RESEARCH PROPOSAL
Title:
How Cognitive Reappraisal Affects Resilience and Perceived Social Support in South
African Postgraduate Distance-Learning Students Under Academic Stress
Contents
Abstract ........................................................................................................................... 3
Introduction ..................................................................................................................... 4
2. BACKGROUND OF THE RESEARCH INTEREST, ISSUE OR PROBLEM ............... 5
3. LITERATURE REVIEW ............................................................................................. 10
3.1. Introduction ......................................................................................................... 10
3.2. Understanding Cognitive Reappraisal ................................................................ 11
3.3. The Role of Resilience in Academic Settings ..................................................... 13
3.4. Perceived Social Support and Its Impact on Academic Stress ........................... 15
3.5. The Interplay Between Cognitive Reappraisal, Resilience, and Social Support . 18
3.6. Theoretical Perspectives Guiding the Study ....................................................... 23
3.6.1. Gross’s Process Model of Emotion Regulation ............................................ 23
3.6.3. Fredrickson’s Broaden-and-Build Theory of Positive Emotions .................... 26
, 3.6.4. Integrative Theoretical Framework ............................................................... 27
3.7. Empirical Evidence from South Africa and Beyond ............................................. 29
3.7.1. Global Studies on Cognitive Reappraisal and Resilience ............................ 29
3.7.2. Global Research on Social Support and Academic Well-Being ................... 30
3.7.3. South African Research and the Distance-Learning Context ....................... 31
3.8. Research Gap and Rationale for the Study ........................................................ 33
4. RESEARCH APPROACH, METHOD, AND DESIGN ................................................ 36
4.1. Research Paradigm and Ontology ...................................................................... 36
4.2. Research Approach ............................................................................................ 37
4.3. Research Design ................................................................................................ 37
4.4. Research Question and Variables ...................................................................... 38
4.5. Target Population ............................................................................................... 39
4.6. Sampling Strategy .............................................................................................. 39
4.9. Data Analysis Method ......................................................................................... 40
5. RESEARCH ETHICS ................................................................................................ 43
Recommendations ........................................................................................................ 45
REFERENCES .............................................................................................................. 47
, Abstract
This study explores how cognitive reappraisal, a helpful strategy of seeing stressful
situations in a more positive light, affects resilience and perceived social support among
postgraduate distance-learning students in South Africa. Research shows that cognitive
reappraisal is linked to higher personal resilience (meta-analysis r ≈ 0.47) and reduced
negative emotions. These traits may help students cope better with academic stress.
The study draws on Gross’s process model of emotion regulation, Lazarus and
Folkman’s stress-and-coping theory, and Fredrickson’s broaden-and-build theory to
argue that students who regularly use cognitive reappraisal are more likely to feel
resilient and supported. A cross-sectional survey will be conducted using validated tools
to measure cognitive reappraisal, resilience, perceived social support, and academic
stress. It is expected that students who use reappraisal more often will show higher
levels of resilience and feel more supported. Insights from this study can guide support
strategies, such as teaching students how to reframe stress more positively.
