HMPYC80
Assignment 5 Research Proposal 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
3.6. Theoretical Perspectives Guiding the Study .................................................. 13
Terms of use
3.6.1. Gross’s Process Model of Emotion Regulation ........................................
By making use of this document 13you agree to:
Use this document as a guide for learning, comparison and reference purpose,
Terms of use
Not to duplicate, reproduce and/or misrepresent the contents of this document as your own work,
By making use of this document you agree to:
Use this document
Fully accept the consequences
solely as a guide forshould you plagiarise
learning, reference,or and
misuse this document.
comparison purposes,
Ensure originality of your own work, and fully accept the consequences should you plagiarise or misuse this document.
Comply with all relevant standards, guidelines, regulations, and legislation governing academic and written work.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is" without any express or
implied representations or warranties. The author accepts no responsibility or liability for any actions taken based on the
information contained within this document. This document is intended solely for comparison, research, and reference purposes.
Reproduction, resale, or transmission of any part of this document, in any form or by any means, is strictly prohibited.
, +27 67 171 1739
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
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
, +27 67 171 1739
4.9. Data Analysis Method .................................................................................... 21
5. RESEARCH ETHICS ........................................................................................... 22
6. PRESENTATION AND TECHNICAL COMPLIANCE ........................................... 22
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
Assignment 5 Research Proposal 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
3.6. Theoretical Perspectives Guiding the Study .................................................. 13
Terms of use
3.6.1. Gross’s Process Model of Emotion Regulation ........................................
By making use of this document 13you agree to:
Use this document as a guide for learning, comparison and reference purpose,
Terms of use
Not to duplicate, reproduce and/or misrepresent the contents of this document as your own work,
By making use of this document you agree to:
Use this document
Fully accept the consequences
solely as a guide forshould you plagiarise
learning, reference,or and
misuse this document.
comparison purposes,
Ensure originality of your own work, and fully accept the consequences should you plagiarise or misuse this document.
Comply with all relevant standards, guidelines, regulations, and legislation governing academic and written work.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is" without any express or
implied representations or warranties. The author accepts no responsibility or liability for any actions taken based on the
information contained within this document. This document is intended solely for comparison, research, and reference purposes.
Reproduction, resale, or transmission of any part of this document, in any form or by any means, is strictly prohibited.
, +27 67 171 1739
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
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
, +27 67 171 1739
4.9. Data Analysis Method .................................................................................... 21
5. RESEARCH ETHICS ........................................................................................... 22
6. PRESENTATION AND TECHNICAL COMPLIANCE ........................................... 22
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
