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Procrastination is defined as a behavioral tendency to postpone tasks that, because of their unmotivating or tedious characteristics, are not attractive to the performer, and whose delay can lead to negative consequences. This is the behavior of delaying responsibilities, being aware of their importance and the repercussions of the delay. These consequences can affect the personal, social, occupational and academic spheres of individuals. Therefore, the purpose of this study is to examine the relationship of academic procrastination and test anxiety on academic performance, as well as the relationship between the two variables. In this way, the aim is to achieve a better understanding of the links between the three variables, which will serve as a theoretical basis for preventing and intervening in the negative repercussions of procrastination. To this end, an investigation has been carried out with 201 college students, using the German Test Anxiety Inventory (GTAI-A), the Academic Procrastination Scale (EPA), and a record of the qualifications obtained by the participants collected through a self-report. This is a correlational design that does not include experimental manipulation of variables or randomization of the sample, so the aim is not to establish causal relationships but to determine the direction and strength of the associations between variables. The results reveal the presence of academic procrastination and test anxiety in university students. Specifically, the majority of participants (45.3 %) reflected a medium level of anxiety, 28.9 % reflected a high level and 25.9 % showed a low level. In the total sample, procrastination showed a mean score of 30.3 points out of 60. As for the relationships of both variables with academic performance, test anxiety shows a negative relationship with academic performance, so higher levels of anxiety are associated with worse grades. Procrastination does not show a significant and direct relationship with grades, but it is related to two anxiety factors (interference and lack of confidence), indirectly affecting academic performance. In addition, significant differences in academic performance have been found based on the different anxiety levels identified (χ 2 (2,201) = 16.929; p = .001 ), with the high anxiety group obtaining a lower mean score ( M = 5.74; SD = 1.27). This supports the hypothesis that test anxiety is negatively associated with academic performance. Moreover, it has been found that comparing the medium and low anxiety groups, the differences are not significant, but comparing each of them with the high anxiety group they are. Therefore, significant differences in the grades only appear when the level of anxiety is high. That is, a moderate level of anxiety is adaptive, and only becomes detrimental if it becomes high. In conclusion, to prevent and intervene in academic underachievement and associated psychosocial problems, university psychological services should consider the influence of test anxiety, procrastination and other cognitive, behavioral, motivational and emotional variables. According to this study, intervention in test anxiety is a central aspect, as it has a direct effect on academic performance. In the same way, procrastinating behaviors can be intervened, as they interfere indirectly in academic outcomes, being associated with cognitive manifestations of test anxiety. The relative weight of the different variables associated with academic achievement varies according to each student, so that an individualized approach to these types of problems would increase the levels of effectiveness and efficiency in the care provided by university psychological services. Finally, the need for more research to identify the factors associated with low academic performance and the relationships between them is highlighted, in order to facilitate the design of effective interventions for different student profiles. https://doi.org/10.16888/interd.2021.38.2.16

espanolLa prevalencia de problemas psicologicos puede tener efectos negativos directos e indirectos en el desarrollo personal y academico de los estudiantes universitarios. A partir de una muestra de 43 participantes atendidos en el Servicio de Atencion Psicologica de la Universidad de Cadiz se evalua el impacto de la intervencion realizada sobre sus niveles de salud mental a traves del cuestionario Clinical Outcomes in Routine Evaluation–Outcome Measure (CORE-OM), y sus repercusiones en diferentes aspectos universitarios como la tasa de rendimiento o las calificaciones academicas. Se ha utilizado un modelo de cadenas de Markov con objeto de estudiar el comportamiento del sistema que represente el pronostico de la evolucion de los usuarios atendidos. Tomando como estados seis niveles de gravedad (de saludable a severo) que ofrece el CORE-OM se establecen las transiciones del alumnado entre los distintos estatus en un ciclo de 6 meses. portuguesThe prevalence of psychological problems may have directly and indirectly negative impacts on the personal and academic development of college students. Having taken a sample of 43 participants who were assessed by the College Psychology Service of University of Cadiz (Spain), the impact of the intervention implemented over their levels of mental health was evaluated using the questionnaire Clinical Outcomes in Routine Evaluation–Outcome Measure (CORE-OM), as well as their influence on different university aspects such as the rate of performance or academic qualifications. A Markov chain model was created with the purpose of studying the behavior of the system which represents the prediction of the evolution of cared students. Taking into consideration the six severity levels (from healthy to severe) offered by CORE-OM, the student transition among different statuses in a 6-month cycle was established.

There is a growing interest in e-health. Online counseling can be an alternative to traditional therapies. However, questions remain on the effectiveness. The main objective of this review is identify studies evaluating internet delivered psychotherapy in mental health disorders. To achieve this, database searches of Scopus identified 890 potentially articles published between 1 January 2013 and 1 June 2017. Generated abstracts were screened for eligibility to be included in the review. Finally, a total of 6 studies met the inclusion criteria. The result of these studies suggests that internet delivered therapy can be effective. To conclude, online counseling may be a feasible and acceptable treatment alternative.

Both psychosocial needs and risk factors that affect academic performance in a sample of 2014 participants in higher education are described. The results may be generalised to students from Spanish universities and can provide guidelines for preventive actions and psychological services in the context of comprehensive providing services to graduate and undergraduate students.Keywords: psychosocial needs, counseling service, higher educationResumen:Se describen las necesidades psicosociales y los factores de riesgo que afectan al rendimiento académico en una muestra de estudiantes de educación superior. Los resultados obtenidos pueden ser generalizables al alumnado que cursa sus estudios en las universidades españolas y puede ofrecer pautas de acción para desarrollar actividades preventivas a los servicios universitarios de atención psicológica y psicopedagógica en el marco de la atención integral al alumnado universitario.Palabras claves: necesidades psicosociales, servicio de atención psicológica, educación superior.

Se presenta un estudio de caso de dislexia evolutiva de una estudiante universitaria. La finalidad de este trabajo es describir el proceso de evaluación, intervención y seguimiento desde el Servicio Universitario de Atención Psicológica y Psicopedagógica (SAP). Los resultados señalan la importancia del desarrollo de un programa adaptado a las necesidades individuales y el entrenamiento adecuado de ciertas habilidades para el aprendizaje en educación superior.PALABRAS CLAVE: Caso de dislexia, dislexia evolutiva, trastorno lectura, trastorno escritura, Servicio de Atención Psicológica.

Resumen El Servicio de Atencion Psicologica y Pedagogica (SAP) de la Universidad de Cadiz se creo en septiembre del 2004. Despues de cinco cursos academicos de experiencia podemos hacer una descripcion global y un analisis de las actividades desarrolladas en este periodo. Asimismo, planteamos la perspectiva de futuro dentro de los nuevos retos y cambios que se producen en el contexto universitario europeo. Abstract Counseling and Psychological Services (CAPS) at the University of Cadiz started in September 2004. After five academic years of experience we can make a comprehensive description and analysis of activities in this period. It also discussed the future expectations new challenges and changes at university system in Europe.