Academic Self-Efficacy in Students with Psychological Difficulties and Chronic Illnesses

Markéta Švamberk Šauerová

doi:10.14712/25337890.5212

Vol 9 No 3 (2025): Support in Education and Personal Development Across Educational Levels: Between Individual Needs and Systemic Responsibility Výzkumná studie

Academic Self-Efficacy in Students with Psychological Difficulties and Chronic Illnesses

doc. PhDr. Markéta Švamberk Šauerová, Ph.D, ¹

Department of Pedagogy and Psychology Palestra, College of Physical Education and Sport

DOI: https://doi.org/10.14712/25337890.5212

Academic Self-Effi cacy in Students with Psychological Diffi culties and Chronic Illnesses

Abstrakt

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.

Klíčová slova academic self-efficacy students academic counselling mindfulness techniques academic success cognitive-behavioural therapy

Reference

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Presslerová, P., et al. (2024). Vysokoškolské poradenství - aktuální výzvy a trendy. Sborník příspěvků z konference, 22.5.2024. Vyhledej v Google Scholar
Reed-Fitzke, K., & Lucier-Greer, M. (2021). Basic psychological need satisfaction and frustration: Profiles among emerging adult college students and links to well-being. Contemporary Family Therapy, 43, 20–34. https://doi.org/10.1007/s10591-020-09550-w Přejít na DOI Vyhledej v Google Scholar
Rodger, S., & Tremblay, P. F. (2003). The effects of a peer mentoring program on academic success among first-year university students. Canadian Journal of Higher Education, 33(3), 1–17. Vyhledej v Google Scholar
Švamberk Šauerová, M., & Kucharská, A. (2023). Význam environmentálních faktorů v hodnocení well-beingu studentů učitelství v „postcovidové“ době. Icolle 2022. Vyhledej v Google Scholar
Švamberk Šauerová, M. (2017). Techniky osobnostního rozvoje učitele. Grada. Vyhledej v Google Scholar
Waters, J., Payler, J., Jones, K. et al. (2019) The professional Development of Early Years Educators. London: Routledge. Vyhledej v Google Scholar
WHO Collective (Auerbach, R. P., Alonso, J., Axinn, W. G., et al.). (2016). Mental disorders among college students in the World Health Organization World Mental Health Surveys. Psychological Medicine, 46(14), 2955–2970. doi:10.1017/S0033291716001665. https://pmc.ncbi.nlm.nih.gov/articles/PMC5129654/. Přejít na DOI Vyhledej v Google Scholar

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[2] Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman. Vyhledej v Google Scholar

[3] Bartimote-Aufflick, K., Bridgeman, A., Walker, R., Sharma, M., & Smith, L. (2016). The study, evaluation, and improvement of university student self-efficacy. Studies in Higher Education (Dorchester-on-Thames), 41(11), 1918–1942. https://doi.org/10.1080/03075079.2014.999319 Přejít na DOI Vyhledej v Google Scholar

[4] Besharat, M. A., & Pourbohlool, S. (2011). Moderating effects of self-confidence and sport self-efficacy on the relationship between competitive anxiety and sport performance. Psychology, 2(7), 760–765. https://doi.org/10.4236/psych.2011.27116 Přejít na DOI Vyhledej v Google Scholar

[5] Bettinger, E. P., & Baker, R. (2011). The Effects of Student Coaching in College: An Evaluation of a Randomized Experiment in Student Mentoring. Working Paper No. 16881, National Bureau of Economic Research. https://doi.org/10.3386/w16881 Přejít na DOI Vyhledej v Google Scholar

[6] Burgstahler, S. (2017). Equal access: Universal design of instruction. Seattle: University of Vyhledej v Google Scholar

[7] Washington. www.uw.edu/doit/Brochures/Academics/equal_access_udi.html Vyhledej v Google Scholar

[8] Collins, D., & MacNamara, A. (2022). Talent development: A practitioner and parents guide (2nd ed.). Routledge. Vyhledej v Google Scholar

[9] Dráberová, J. (2016). Vnímaná akademická účinnost u žáků středních škol. Psychologie pro praxi, (1–2), 81–94. Vyhledej v Google Scholar

[10] Gebauer, M. M., McElvany, N., Bos, W., et al. (2020). Determinants of academic self-efficacy in different socialization contexts: Investigating the relationship between students’ academic self-efficacy and its sources in different contexts. Social Psychology of Education, 23, 339–358. https://doi.org/10.1007/s11218-019-09535-0 Přejít na DOI Vyhledej v Google Scholar

[11] Graham, M., Wayne, I., Persutte-Manning, S., Pergantis, S., & Vaughan, A. (2022). Enhancing student outcomes: Peer mentors and student transition. International Journal of Teaching and Learning in Higher Education, 34(1), 1–6. http://www.isetl.org/ijtlhe/ Vyhledej v Google Scholar

[12] Hinton, D., & Kirk, S. (2015). Teachers’ perspectives of supporting pupils with long-term health conditions in mainstream schools: A narrative review of the literature. Health & Social Care in the Community, 23, 107–120. https://doi.org/10.1111/hsc.12104 Přejít na DOI Vyhledej v Google Scholar

[13] Honicke, T., & Broadbent, J. (2016). The influence of academic self-efficacy on academic performance: A systematic review. Educational Research Review, 17, 63–84. Vyhledej v Google Scholar

[14] Honzák, R. (2017). Psychosomatická prvouka. ISBN 9788074299124. Vyhledej v Google Scholar

[15] Huang, H., Huang, S., Chen, S., Gao, X., Cai, J., Feng, Y., Liu, J., Su, X., Qiu, J., Zhang, S., Xu, Y., Liu, Z., Wang, T., Zeng, F. (2024). Interventions for psychiatric disorders among university students: An umbrella review of systematic reviews and meta-analyses. International Journal of Clinical and Health Psychology,Volume 24, Issue 1. https://doi.org/10.1016/j.ijchp.2023.100431. Přejít na DOI Vyhledej v Google Scholar

[16] Katajavuori, N., Vehkalahti, K., & Asikainen, H. (2023). Promoting university students’ well-being and studying with an acceptance and commitment therapy (ACT)-based intervention. Current Psychology, 42, 4900–4912. https://doi.org/10.1007/s12144-021-01837-x Přejít na DOI Vyhledej v Google Scholar

[17] Khoo, E., Kang, S. Proactive learner empowerment: towards a transformative academic integrity approach for English language learners. Int J Educ Integr 18, 24 (2022). https://doi.org/10.1007/s40979-022-00111-2 Přejít na DOI Vyhledej v Google Scholar

[18] Kryshko, O., Fleischer, J., Grunschel, C., & Leutner, D. (2022). University students’ self-efficacy for motivational regulation, use of motivational regulation strategies, and satisfaction with academic studies: Exploring between-person and within-person associations. Journal of Educational Psychology. https://doi.org/10.1037/edu0000785 Přejít na DOI Vyhledej v Google Scholar

[19] Kucharská, A., Špačková, K., Sotáková, H. H., et al. (2023). Co potřebují jednotlivé skupiny studentů se specifickými potřebami při vysokoškolském studiu? Aula, 31(23), 1–27. Vyhledej v Google Scholar

[20] Lekamge, R.B., Jain, R., Sheen, J. et al. Systematic Review and Meta-analysis of the Effectiveness of Whole-school Interventions Promoting Mental Health and Preventing Risk Behaviours in Adolescence. J. Youth Adolescence 54, 271–289 (2025). https://doi.org/10.1007/s10964-025-02135-6 Přejít na DOI Vyhledej v Google Scholar

[21] Li, M., & Caeyenberghs, K. (2018). Longitudinal assessment of chemotherapy-induced changes in brain and cognitive functioning: A systematic review. Neuroscience & Biobehavioral Reviews, 92, 304–317. https://doi.org/10.1016/j.neubiorev.2018.05.019 Přejít na DOI Vyhledej v Google Scholar

[22] Liu, S., & Breit, R. (2013). Empowering and engaging students in learning research methods. Education Research and Perspectives, 40, 150–168. https://doi.org/10.70953/ERPv40.13007 Přejít na DOI Vyhledej v Google Scholar

[23] Medical Tribune [Autor neuveden]. (2007). Chemoterapie dočasně poškozuje lidský mozek. Medical Tribune. https://www.tribune.cz/archiv/chemoterapie-docasne-postihuje-lidsky-mozek/ Vyhledej v Google Scholar

[24] Morales-Rodriguez, F. M., & Pérez-Mármol, J. M. (2019). The role of anxiety, coping strategies, and emotional intelligence on general perceived self-efficacy in university students. Frontiers in Psychology, 10, 1689. https://doi.org/10.3389/fpsyg.2019.01689 Přejít na DOI Vyhledej v Google Scholar

[25] Mula-Falcón, J., Cruz González, C., & Lucena Rodríguez, C. (2022). Burnout syndrome in university teachers: A review of the literature. The International Journal of Educational Organization and Leadership, 29(2), 33–46. doi:10.18848/2329-1656/CGP/v29i02/33-46. Přejít na DOI Vyhledej v Google Scholar

[26] Multon, K. D., Brown, S. D., & Lent, R. W. (1991). Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation. Journal of Counseling Psychology, 38(1), 30–38. https://doi.org/10.1037/0022-0167.38.1.30 Přejít na DOI Vyhledej v Google Scholar

[27] Musa, M. (2020). Academic self-efficacy and academic performance among university undergraduate students: An antecedent to academic success. European Journal of Education Studies. doi:10.5281/zenodo.3756004. Přejít na DOI Vyhledej v Google Scholar

[28] Presslerová, P., et al. (2024). Vysokoškolské poradenství - aktuální výzvy a trendy. Sborník příspěvků z konference, 22.5.2024. Vyhledej v Google Scholar

[29] Reed-Fitzke, K., & Lucier-Greer, M. (2021). Basic psychological need satisfaction and frustration: Profiles among emerging adult college students and links to well-being. Contemporary Family Therapy, 43, 20–34. https://doi.org/10.1007/s10591-020-09550-w Přejít na DOI Vyhledej v Google Scholar

[30] Rodger, S., & Tremblay, P. F. (2003). The effects of a peer mentoring program on academic success among first-year university students. Canadian Journal of Higher Education, 33(3), 1–17. Vyhledej v Google Scholar

[31] Švamberk Šauerová, M., & Kucharská, A. (2023). Význam environmentálních faktorů v hodnocení well-beingu studentů učitelství v „postcovidové“ době. Icolle 2022. Vyhledej v Google Scholar

[32] Švamberk Šauerová, M. (2017). Techniky osobnostního rozvoje učitele. Grada. Vyhledej v Google Scholar

[33] Waters, J., Payler, J., Jones, K. et al. (2019) The professional Development of Early Years Educators. London: Routledge. Vyhledej v Google Scholar

[34] WHO Collective (Auerbach, R. P., Alonso, J., Axinn, W. G., et al.). (2016). Mental disorders among college students in the World Health Organization World Mental Health Surveys. Psychological Medicine, 46(14), 2955–2970. doi:10.1017/S0033291716001665. https://pmc.ncbi.nlm.nih.gov/articles/PMC5129654/. Přejít na DOI Vyhledej v Google Scholar

The Literacy, Preliteracy and Education Journal

Academic Self-Efficacy in Students with Psychological Difficulties and Chronic Illnesses

Abstrakt

Reference

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