This article examines the decline in academic motivation and rising academic anxiety among university students. Based on an analysis of contemporary research, including the work of E.Yu. Zarubko, O.P. Lazareva, S.M. Yakushin and S.A. Pakulina, the key factors hindering effective learning are identified: internal (fear of failure, procrastination, perfectionism) and external (academic overload, mismatched expectations, digital distractions). Particular attention is paid to the phenomenon of resistance to learning, which is closely linked to motivational deficiencies and emotional burnout. A structured 3-hour training program aimed at overcoming fears and mastering algorithmic problem-solving techniques (the ABCDE model) is proposed as a practical solution. The training results in the development of self-regulation skills in students, increased self-confidence, and the creation of an individual action plan to overcome academic difficulties. The article presents the results of an evaluation of the training's effectiveness, recorded in the dynamics of class attendance and activity aimed at eliminating academic debt. The data demonstrate a steady, progressive increase in student engagement: the proportion of participants completing assignments and attending consultations increased from 30 to 42% within a month of the training, while attendance rates for lectures and practical classes remained above baseline by the end of the semester. It is concluded that targeted training not only promotes short-term learning but also fosters long-term positive changes in study behavior. This article may be useful for faculty, academic group supervisors, and university psychological and pedagogical service specialists.