Academic Self-Efficacy in Students with Psychological Difficulties and Chronic Illnesses
DOI:
https://doi.org/10.14712/25337890.5212Klíčová slova:
academic self-efficacy, students, academic counselling, mindfulness techniques, academic success, cognitive-behavioural therapyAbstrakt
This article examines the issue of academic self-efficacy among university students with psychological difficulties and chronic illnesses. It draws on the experiences of academic counselling services at the Faculty of Education, Charles University, and the Palestra College of Physical Education and Sport. The focus is on the impact of these health limitations on academic performance, absenteeism, and the risk of premature study termination. Additionally, it proposes interventions such as modifications to study conditions, mindfulness techniques, cognitive-behavioural therapy (CBT), and programs aimed at empowerment, which can help students overcome barriers, strengthen their self-confidence, and achieve academic success. The article emphasizes the importance of supporting academic self-efficacy as a key factor in managing academic demands and improving treatment adherence.
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