**8. Tailor-made practical approaches to enhance educational success among students**

Students must effectively move from late youth to maturity during their university years. The frequency and incidence of mental illnesses are linked to long-term negative effects in later adulthood and worse academic achievement and later drop-out [23]. It is critical to investigate the disparities further in order to allow proper screening and intervention programs, particularly during orientation, to prevent mental health problems among university students; ongoing monitoring should be conducted. Not just in the first year of study, but even among senior students who may be concerned about their future transition after graduation, it is critical to identify and diagnose susceptible individuals early, give treatment, and provide intervention such as individual counseling [14]. Goals can be driven by self-control, according to [28]. Goal setting may be a useful technique for internal commitment, allowing students who lack self-control to put in more effort. Low life satisfaction was linked to poor cognitive engagement in the classroom [29]. Several researchers have discovered a substantial link between socioemotional aspects such as academic accomplishment, emotional control, behavioral regulation, academic concept, self-concept, etc.

Relaxation methods and breathing exercises can be utilized to improve academic performance by lowering study anxiety, boosting resilience, and encouraging positive coping skills. They said that good academic performance/services and educational intervention could help students establish and maintain a positive self-image, lowering the likelihood of developing emotional disorders [30]. Life crafting techniques for students in universities between the ages of 18 and 26 to help them cope with stressors are important, and it ensures successful completion of their studies. Bio-feedback is known to be superior to relaxation techniques because it focuses on psychophysiological arousal [31], which might be beneficial to enhancing a stimulated mind.

#### **8.1 Life crafting therapy**

Schippers and Ziegler [32] advocate utilizing a "life-crafting" intervention to improve students' academic achievement and overall well-being. The online life-crafting intervention is made up of numerous parts that work together. These elements are

#### *Perspective Chapter: Perspectives toward Overcoming Depression and Anxiety to Enhance… DOI: http://dx.doi.org/10.5772/intechopen.107033*

based on scientifically validated processes that help people think about their current and future lives, establish goals, create plans, and behave in ways consistent with their values [32].

#### *8.1.1 Discovering a self-concordant passion or purpose phase*

The intervention's initial stage walks participants through the process of discovering a self-concordant passion or purpose. This phase is about discovering what one values as significant and meaningful, rather than simply recognizing what one loves or enjoys (hedonic well-being). "Ikigai" is a Japanese notion that is similar to this selfawareness. When an aim is both internally and externally concordant, it is said to be self-concordant and the belief that it is worthwhile to pursue. The exercises encourage participants to set objectives that they honestly think are important to them. This increases the likelihood that one's (goal-oriented) activities are consistent with one's values leading to awareness of oneself. A goal is considered self-concordant when internally and externally concordant [32].

#### *8.1.2 Goal ranking and mental comparison phase*

Second, the planning stage involves goal ranking and mental comparison. This stage assists students in determining how their intended future differs from their existing situation. Participants compare and contrast the idealized best-case scenario for achieving the goal with an internal roadblock. Competencies, habits, social life, profession, and health are all areas where this strategy is used. Students are asked to define what competencies and habits they already have and what competencies and habits they wish and need. Simply dreaming about an ideal future can have a beneficial effect, but it reduces the likelihood that a person would make an effort to achieve the desired outcome.

On the one hand, they contrast the perfect future with the existing condition. The activities inspire people to develop goals that they truly believe are important to them. This makes it more likely that one's (goal-oriented) actions align with one's values [32].

#### *8.1.3 Prioritizing and goal-setting process phase*

Third, participants develop and prioritize their most essential goals using the goal-setting process. They are urged to balance social, career, and health-related objectives. Therefore, they are encouraged to build a harmonious passion rather than an obsessive job passion, which is linked to conflicts between different aspects of life [33]. They are advised to write ambitious yet clear and realistic goals while establishing their goals. Setting goals helps people focus their energy on goal-related activities and enhances self-control and motivation. Prior study has linked writing about one's hobbies and ambitions to improved academic achievement [32].

#### *8.1.4 Implementation phase*

Finally, participants construct the implementation intents they'll need to carry out their plans as part of the life-crafting process. Implementation intents are "if-then" strategies that help a person make goal-related decisions in a pinch. These are especially useful when individuals are confronted with difficulties or

diversions, and they significantly impact goal achievement. Allowing oneself to be diverted from studying (procrastination) is a major risk factor for students and a predictor of depression, poor personal health, and poor academic performance. Self-efficacy and self-esteem are also predicted by prior performance. The selfimage and esteem are therefore reinforced by a poor or strong start. When given at the study's outset, the life-crafting intervention can jumpstart self-regulated learning promptly [32].
