HMPYC80
Assignment 5
Unique No: 714166
Due 29 August 2025
,HMPYC80
Assignment 5: Research Proposal
Unique No: 714166
DUE 29 August 2025
Title: How Cognitive Reappraisal Influences Resilience and Perceived Social Support in
South African Postgraduate Distance-Learning Students Under Academic Stress
Contents
Abstract ........................................................................................................................... 3
1. Introduction ................................................................................................................. 4
2. BACKGROUND OF THE RESEARCH INTEREST, ISSUE OR PROBLEM ............... 6
3. LITERATURE REVIEW ............................................................................................. 11
3.1. Introduction ......................................................................................................... 11
3.2. Understanding Cognitive Reappraisal ................................................................ 12
3.3. The Role of Resilience in Academic Settings ..................................................... 14
3.4. Perceived Social Support and Its Impact on Academic Stress ........................... 16
3.5. The Interplay Between Cognitive Reappraisal, Resilience, and Social Support . 19
3.6. Theoretical Perspectives Guiding the Study ....................................................... 24
3.6.1. Gross’s Process Model of Emotion Regulation ............................................ 24
3.6.3. Fredrickson’s Broaden-and-Build Theory of Positive Emotions .................... 27
3.6.4. Integrative Theoretical Framework ............................................................... 28
3.7. Empirical Evidence from South Africa and Beyond ............................................. 30
, 3.7.1. Global Studies on Cognitive Reappraisal and Resilience ............................ 30
3.7.2. Global Research on Social Support and Academic Well-Being ................... 31
3.7.3. South African Research and the Distance-Learning Context ....................... 32
3.8. Research Gap and Rationale for the Study ........................................................ 34
4. RESEARCH APPROACH, METHOD, AND DESIGN ................................................ 37
4.1. Research Paradigm and Ontology ...................................................................... 37
4.2. Research Approach ............................................................................................ 38
4.3. Research Design ................................................................................................ 38
4.4. Research Question and Variables ...................................................................... 39
4.5. Target Population ............................................................................................... 40
4.6. Sampling Strategy .............................................................................................. 40
4.9. Data Analysis Method ......................................................................................... 41
5. RESEARCH ETHICS ................................................................................................ 44
Recommendations ........................................................................................................ 46
REFERENCES .............................................................................................................. 48
, Abstract
This study explores how cognitive reappraisal, an adaptive strategy of positively
reframing stressful experiences, influences resilience and perceived social support
among postgraduate distance-learning students in South Africa. Cognitive reappraisal
has been associated with greater personal resilience (meta-analysis r ≈ 0.47) and lower
negative emotions, suggesting it may help students manage academic stress more
effectively.
By drawing on Gross’s process model of emotion regulation, Lazarus and Folkman’s
stress-and-coping framework, and Fredrickson’s broaden-and-build theory, this study
proposes that students who regularly use cognitive reappraisal are likely to show higher
levels of resilience and perceive stronger support networks.
A cross-sectional survey will be conducted among South African postgraduate distance
learners. Validated scales will be used to measure cognitive reappraisal, psychological
resilience, perceived social support, and academic stress. It is hypothesized that
students who engage more frequently in reappraisal will report higher resilience and
stronger perceived support when facing academic stress.
Findings from this study may help inform practical support strategies, such as
reappraisal training, to improve student well-being in distance-learning contexts.
Assignment 5
Unique No: 714166
Due 29 August 2025
,HMPYC80
Assignment 5: Research Proposal
Unique No: 714166
DUE 29 August 2025
Title: How Cognitive Reappraisal Influences Resilience and Perceived Social Support in
South African Postgraduate Distance-Learning Students Under Academic Stress
Contents
Abstract ........................................................................................................................... 3
1. Introduction ................................................................................................................. 4
2. BACKGROUND OF THE RESEARCH INTEREST, ISSUE OR PROBLEM ............... 6
3. LITERATURE REVIEW ............................................................................................. 11
3.1. Introduction ......................................................................................................... 11
3.2. Understanding Cognitive Reappraisal ................................................................ 12
3.3. The Role of Resilience in Academic Settings ..................................................... 14
3.4. Perceived Social Support and Its Impact on Academic Stress ........................... 16
3.5. The Interplay Between Cognitive Reappraisal, Resilience, and Social Support . 19
3.6. Theoretical Perspectives Guiding the Study ....................................................... 24
3.6.1. Gross’s Process Model of Emotion Regulation ............................................ 24
3.6.3. Fredrickson’s Broaden-and-Build Theory of Positive Emotions .................... 27
3.6.4. Integrative Theoretical Framework ............................................................... 28
3.7. Empirical Evidence from South Africa and Beyond ............................................. 30
, 3.7.1. Global Studies on Cognitive Reappraisal and Resilience ............................ 30
3.7.2. Global Research on Social Support and Academic Well-Being ................... 31
3.7.3. South African Research and the Distance-Learning Context ....................... 32
3.8. Research Gap and Rationale for the Study ........................................................ 34
4. RESEARCH APPROACH, METHOD, AND DESIGN ................................................ 37
4.1. Research Paradigm and Ontology ...................................................................... 37
4.2. Research Approach ............................................................................................ 38
4.3. Research Design ................................................................................................ 38
4.4. Research Question and Variables ...................................................................... 39
4.5. Target Population ............................................................................................... 40
4.6. Sampling Strategy .............................................................................................. 40
4.9. Data Analysis Method ......................................................................................... 41
5. RESEARCH ETHICS ................................................................................................ 44
Recommendations ........................................................................................................ 46
REFERENCES .............................................................................................................. 48
, Abstract
This study explores how cognitive reappraisal, an adaptive strategy of positively
reframing stressful experiences, influences resilience and perceived social support
among postgraduate distance-learning students in South Africa. Cognitive reappraisal
has been associated with greater personal resilience (meta-analysis r ≈ 0.47) and lower
negative emotions, suggesting it may help students manage academic stress more
effectively.
By drawing on Gross’s process model of emotion regulation, Lazarus and Folkman’s
stress-and-coping framework, and Fredrickson’s broaden-and-build theory, this study
proposes that students who regularly use cognitive reappraisal are likely to show higher
levels of resilience and perceive stronger support networks.
A cross-sectional survey will be conducted among South African postgraduate distance
learners. Validated scales will be used to measure cognitive reappraisal, psychological
resilience, perceived social support, and academic stress. It is hypothesized that
students who engage more frequently in reappraisal will report higher resilience and
stronger perceived support when facing academic stress.
Findings from this study may help inform practical support strategies, such as
reappraisal training, to improve student well-being in distance-learning contexts.
