<![CDATA[Students often face academic failures during their studies, academic failures in college, such as graduation delays, trial failures, unplanned leave, and dropouts This can trigger psychological impacts such as stress, anxiety, low self-esteem, and loss of motivation to learn. This article aims to: (1) analyze the psychological dynamics of students who experience academic failure; (2) examine key concepts in sociocognitive psychology theory, especially self-efficacy, modeling, and self-regulation; and (3) explain the application of sociocognitive counseling techniques in helping students bounce back from failure. This study uses a narrative literature review of research on student academic failure, and its application to sociocognitive theory. The literature was searched through Google Scholar, PubMed, and PsycINFO, and then analyzed thematically to integrate relevant concepts into the explanatory framework. The results of the study showed that academically failing individuals were prone to psychological disorders, but were able to recover by strengthening self-efficacy, observational learning, and self-regulation strategies. Sociocognitive theory provides a powerful conceptual framework for understanding and facilitating adaptive behavior change. The application of sociocognitive-based counseling techniques such as modeling, mastery experiences, goal setting, and cognitive restructuring has been shown to be effective in improving self-confidence and learning strategies. These findings provide important implications for educational counselors and college institutions in designing counseling services oriented towards recovery and psychological capacity development.]]>
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