University Counseling Services Research Articles

Job stress of university employees: The role of guidance and counseling

Work stress appears as an interesting topic in the era of society 5.0, this condition can even arise among university workers. The emergence of work stress among workers in higher education can be caused by involvement in work. This lack of involvement triggers low performance and low welfare. The aim of this research is to obtain a representation of the work stress of university employees in Yogyakarta and the factors that influence it. The research sample was 329 workers at Yogyakarta City Universities who were selected using proportional random sampling techniques. Limitations for determining the research sample using the Krejcie Table for sample size. The data collection technique uses the Job Stress Scale adopted from Vic Catano's Stressors and Stress Outcomes, consisting of 8 aspects, namely competence, workload, work schedule, role conflict, role ambiguity, routine, rewards, life balance, and policy making. The data analysis technique used in this research is descriptive. The research results showed that 72% of workers said they were not experiencing work stress in terms of workload, routine, rewards and life balance. Meanwhile, health factors show a high percentage compared to the environment, meaning that health describes the work stress experienced by workers. University guidance and counseling service units can at least play a role in providing the training, counseling and therapy programs needed to overcome work stress.

Covid-19 and Well-Being of Tertiary Students in One State University: Basis for Social Counseling Program

Researchers explores the manifestation of students in covid-19 impact to their well-being and its significant relationship. The results served as the foundation for the Social Counseling Program. This study utilized descriptive research design and used validated survey type questionnaire. The non-random sample approach of respondents which was composed of 882 students of one State University having various campuses. The results showed that the covid-19 impact in terms of health risk, health protocols, and online learning management is strongly manifested in the lives of the students. Meanwhile, the well-being in terms of positive emotions, engagement, relationship, meaning and achievement (PERMA) is also manifested. Consequently, the study found a substantial association between the covid-19 influence and the Seligman Theory of well-being. Meanwhile, health procedures have a strong association with tertiary students' well-being, albeit with a limited degree of correlation. With this, it is recommended to evaluate the university's guidance and counseling services and interventions for students in the new normal contexts. Create appropriate interventions that will address learners' difficulties and worries about academic obstacles and overall life demands, particularly at a time of pandemic.

‘What happens then?’: A 6‐month follow‐up on students accessing a university counselling service

AbstractIntroductionUniversity psychological counselling services represent a frontline defence to detect, treat or refer students with a wide range of (clinical and non‐clinical) difficulties. Nevertheless, only few studies describe their impact on academic self‐efficacy and report follow‐up data. Evidence on students' actual access to further psychological support in times of hardship is also scant and most needed. This study aimed to fill these gaps, exploring the stability of improvement in clinical conditions in a wide sample of university students and reporting post‐intervention referrals to mental health services.MethodsIn a longitudinal study, 218 students who accessed a psychological counselling service at the University of Milano‐Bicocca between 2015 and 2019 completed an assessment at the beginning (T0), conclusion (T1) and 6 months after (T2) a brief cognitive behavioural intervention. The assessment included psychological symptoms, general distress, emotion dysregulation and academic self‐efficacy. Information about students' choices to continue a psychological intervention in other services was also collected and contrasted with the counsellor's indication.ResultsAt follow‐up, the improvement in academic self‐efficacy remained stable, with more than 60% of the students maintaining a reliable clinical change, and nearly half of them reporting having accessed (or being willing to contact) a mental health service outside the university services.ConclusionThese findings highlight the key role of counselling services in addressing students' distress and academic performances in the long term and in building bridges with mental health services outside the university system for students who need longer and specialised treatment.

Motivation to change predicts college students’ utilization of self-help resources

Background: Stress and mental health difficulties are common burdens on college students. College counseling centers have been overrun by demand. Thus, self-help interventions may offer a promising alternative to traditional college counseling services. Methods: The current study examined the influence of perceived stress, motivation to change, and self-efficacy beliefs on college students’ use of self-help resources, to determine whether these factors would predict follow-up with self-help recommendations. Results: Results of stepwise linear regression models suggest that perceived stress and self-efficacy did not predict self-help resource utilization. Different types of self-help recommendations did not predict different levels of follow-up. However, motivation to change was a significant predictor college students’ self-help resource use, and this variable was particularly important when self-help recommendations were less structured. Conclusions: These findings can help to predict which college students are likely to make use of self-help resources, and inform targeted individual treatment.

Black Students’ Mental Help-Seeking Processes During College Matriculation

The present study examined how Black students’ pre-college beliefs and perceptions of mental health services influenced their help-seeking behaviors, both within and beyond college counseling services. Using semi-structured interview data and consensual qualitative research methods (CQR), we examined the experiences of 48 Black college women and men (ages 18–22) sampled from two universities. We identified the following four themes: (1) pre-college experiences shape mental health knowledge (MHK); (2) college adjustment challenges as a precursor to seeking treatment; (3) negative perceptions of college counseling services; and (4) campus community mental health support. Upon seeking counseling services, many students encountered a lack of diversity in counseling staff and cultural mistrust. Thus, they opted to seek mental health support in campus community spaces curated by Black student organizations and administrators. Overall, our findings suggest Black students engage in various alternative campus community spaces to support their mental health. We conclude by discussing the need for deliberate and specialized mental health support for Black students.

University students' access to mental health services: A qualitative study of the experiences of health service professionals through the lens of candidacy in England.

In order to develop a better understanding of students' access to mental health services, we explored the experiences of health care professionals interacting with university students with mental health problems. We interviewed 23 professionals working across university advice and counselling services, NHS general practice, crisis, and psychological services in North and East London between June 2022 and January 2023. Our approach drew on reflexive thematic analysis and the principles of abductive analysis. The notion of candidacy - that is, how different needs are deemed deserving of health service attention - was particularly helpful to our understanding of the ongoing phenomenon of interest in the data. Each student's access to mental health support was highly contingent on the student's dynamic social context and the pressures and organisation of the local health system. Professionals described how different students viewed different needs as deserving of health service attention. Which students reached the professional's service depended on the resources and relationships a student could draw upon, and the service's relative permeability. Once there, what action professionals took was strongly influenced by the professional's service expertise, resource constraints, the relationships the professional's service had with other organisations, the students' wishes, and whether students regarded treatment offers as acceptable. Candidacy offers a useful lens to view university students' access to mental health support. Access appears to be an increasingly intricate task for students, given the fragmented service landscape, surging demand for mental health care and challenges of emerging adulthood. Our findings suggest that policy goals to increase use of mental health services are unlikely to improve outcomes for students without policy makers and health systems giving holistic consideration of inter-service relationships and available resources.

Counseling in the face of crisis: supporting mental health in Tor Vergata University students during the Covid-19 era.

This study aims to present an overview of the clinical experience of the counseling service "Sportello Studenti". The service offers free diagnostic and therapeutic psychological assistance to all Tor Vergata University of Rome students. Preliminary findings on the prevalence of anxious, depressive, and prodromal symptoms in a subset of participants recruited during the initial three-year period of the service's operation (2019-2022) are presented. Beck's Depression Inventory II (BDI-II), Symptom Checklist-90-Revised (SCL-90-R), Prodromal Questionnaire 16 (PQ-16) and Aberrant Salience Inventory (ASI) have been used to investigate principle psychopathological dimensions. 261 students aged 18 to 35 completed the assessment (180 female - 69%). Mild widespread depressive symptoms (35.5%) and mild to severe suicide ideation (5.1%) were highlighted. Ninety students (37.2%) result at a higher risk condition for psychosis. A significant statistical correlation between negative psychopathological indicators, such as suicidal thoughts and age, suggests that younger students exhibit higher susceptibility and vulnerability to mental health issues. The increasing prevalence of distress among young individuals represents an urgent public health concern that necessitates immediate intervention. It is crucial for countries to adopt a comprehensive approach to promoting psychological and mental health. University counseling services serve as an effective initial intervention to address the negative impact of mental illness on academic performance, social interactions, and emotional well-being in young individuals. They also play a pivotal role in the early identification of individuals at risk of developing severe psychiatric disorders. Sportello Studenti has proven to be a valuable initiative addressing the mental health needs of University of Tor Vergata students, underscoring the significance of promoting psychological well-being.

Technology Fusion in Assessment: Test Anxiety and Academic Achievement in Tertiary Institutions

The fusion of computer technologies has had a remarkable impact on contemporary culture, as computers have a substantial impact on practically all aspects of learning; nonetheless, some students have claimed that they still feel uncomfortable when using computers. Test anxiety related to computer–assisted assessment (CAA) is a main factor that is expected to influence students’ academic achievement. Learning math in the digital environment could be a challenging process for students which could increase anxiety levels among them. The current quantitative research study pursues to measure students’ levels of anxiety that result from learning and assessment with computers and discover whether anxiety level is associated with students' academic achievement in tertiary institutions. Descriptive analysis and Correlation Coefficient are the employed statistical techniques to achieve the study objectives. Findings demonstrated that more than 90% of the sample identified with low anxiety levels and there is a noteworthy negative correlation between anxiety levels and students’ academic achievement in math. The findings have implications for practice in the higher education sector in instructional design and university counselling services.

Exploring Awareness of Labor Market Challenges in the Context of Automation and Robotization

Objectives: This study explores and evaluates the awareness of labor market challenges posed by automation and robotization within the framework of Thailand 4.0 among students and educators in various educational institutions in Thailand. It seeks to identify the sources and quality of information on this topic, investigate the role of educational institutions in imparting knowledge, and determine if universities adequately equip students with future-proof skills to face the demands of the evolving job market. The findings of this research will help identify areas that require improvement and inform policy decisions to address the potential threat of unemployment and unclaimed skills in the future labor market. Methodology: This quantitative exploratory research adopts inductive reasoning and leverages statistical analysis through descriptive and inferential techniques, including calculating the Chi-square test of independence and the Spearman correlation test. Two distinct versions of the questionnaire tailored for educators and students, available in Thai to ensure clarity and relevance, were used. Six hundred and fifty-one participants, including students and educators representing 57 diverse educational institutions across Thailand, actively engaged in this data collection effort. Applying statistical techniques to the survey data, including descriptive statistics and inferential tests, yields valuable insights, effectively addressing our research questions. Main Results: The research findings shed light on the level of awareness of the perceived labor market challenges associated with automation and robotization. A significant proportion of students (86.7%) were familiar with these challenges. However, only a tiny fraction (11.5%) has acquired this awareness through educational efforts by institutions, emphasizing the need for improvement. Most students inadvertently stumble upon information on these challenges through news and media sources, often considered superficial and needing more guidance for effective career planning. Furthermore, the study reveals a deficiency in university counseling services, leaving many students uncertain about their career prospects in a world influenced by automation and robotization. Discussion: The study exposes concerning insights about the preparedness of educational institutions for the labor market challenges in the era of automation and robotization under Thailand 4.0. A significant proportion of students (40.6%) fear post-graduation unemployment, while a more substantial percentage (72.4%) anticipates their chosen professions becoming obsolete shortly after graduation, demanding urgent intervention. Furthermore, it highlights a lack of clear objectives within these institutions, casting doubts on the adequacy and relevance of current curricula. These findings necessitate a broader discussion on the challenges of automation and robotization in education. Conclusions: While the study initially suggests that Thai educational institutions may not adequately prepare their students for the challenges of automation and robotization associated with Thailand 4.0, it is essential to recognize that the absence of explicit inclusion of technological disruptions within current curricula does not necessarily indicate failure on their part or a disconnect with the transforming labor market. Instead, it underscores the need for a more comprehensive evaluation. The study emphasizes the crucial role of educational institutions in shaping the future workforce and aligning themselves with the dynamic challenges of automation and robotization. Proactive steps, such as revising curricula, enhancing industry collaboration, and promoting lifelong learning, remain paramount. Neglecting to adapt to these changing conditions carries the risk of leaving a significant portion of the workforce unemployable and hindering Thailand's progress toward achieving its vision under Thailand 4.0.

Cost-effectiveness of providing university students with a mindfulness-based intervention to reduce psychological distress: economic evaluation of a pragmatic randomised controlled trial

ObjectiveIncreasing numbers of young people attending university has raised concerns about the capacity of student mental health services to support them. We conducted a randomised controlled trial (RCT) to explore...

Routine outcome monitoring (ROM) and feedback in university student counselling and mental health services: Considerations for practitioners and service leads

AbstractAimRoutine outcome monitoring (ROM), including the use of feedback, has become a much vaunted method in psychological therapies but is little used in university/college counselling and mental health services, perhaps because its adoption raises questions for many practitioners and service leaders. There is a need for both clinical‐ and research‐based statements to clarify the reasoning and rationale for ROM. This paper aims to present and respond to common challenges of and reservations about using ROM in student counselling and/or mental health services.MethodThe article poses 15 questions and issues about the adoption of ROM drawn from the literature on this topic and further refined by practitioner‐ and researcher‐members of a consortium comprising service leads, practitioners, and researchers working in the field of student counselling in the UK. The questions address nine themes: (1) the purpose and yield of ROM; (2) the burden of measurement; (3) the impact on clients and process of therapy; (4) consistency with therapeutic theory; (5) client groups and settings; (6) concern from practitioners; (7) equality, diversity, and inclusion; (8) implementation; and (9) relationship with the paradigm of practice‐based evidence.FindingsResponses to each of the 15 questions are provided from a methodological, evidence‐based, and clinical perspective.ConclusionsThe responses provide practitioners with the necessary information to enable them to make informed decisions as to the value, or otherwise, of adopting ROM, including feedback, in the delivery of counselling interventions, and generating evidence created from clinical practice.

Psychological Counseling among University Students Worldwide: A Systematic Review.

University counseling services (UCSs) are actively involved in mental health assessment and in supplying interventions aimed at preventing, facing and possibly overcoming psychological problems. However, we do not have a global overview of psychological counseling among universities. This systematic review aims at reviewing the literature on university psychological counseling, including articles documenting: (1) mental health and attitudes regarding help-seeking behaviors and UCSs among university students or counselors, (2) the description of protocols/services among UCSs, (3) the efficacy of psychological counseling/interventions among university students (both face-to-face and internet-delivered interventions). The study followed PRISMA guidelines and was registered on PROSPERO. After defining inclusion and exclusion criteria, a literature search was conducted, identifying 7085 records. Finally, 152 articles met the review eligibility criteria and were included in the qualitative synthesis. Results are divided into seven thematic topics that emerged during the analysis of the literature. The results mainly showed that face-to-face and web-based counseling/psychological interventions improve university students' mental health. Cross-sectional studies showed that many biases exist toward help-seeking behaviors, especially among international students. Both students and counselors must strive to overcome cultural barriers. Available resources for UCSs are scarce and need to be strengthened, as well as efficacy studies through randomized clinical trials.

College Students' Struggles with Career Decisions and Their Personality

Students face challenges while selecting a career in Pakistan is very common. 99% students lack career counselling services in schools, colleges and universities. In the current study career decision-making difficulties faced by students in Peshawar was investigated when they plan to apply in a school, college and university and to evaluate what kind of assistance they need in their career choices related to their personality. Objective: To see how personality affect the decision-making of careers in students at high schools, colleges, and universities. Methods: The influence of personality traits (Extraversion and Neuroticism) on the decision-making of career difficulties was investigated using a causal-comparative study methodology. In Pakistan, 99 percent of pupils still need career guidance. As a result, three hundred and seventy-six (N=376) students were chosen from Peshawar's various schools, colleges, and universities. Two questionnaires were used to gauge the participants' responses: The career decision-making difficulties Questionnaire and Big Five Personality Inventory. Results: Findings suggest that most students needed help with professional decision-making and that a small percentage of students were satisfied with their selected disciplines. Conclusions: Students with high neuroticism and low extroversion had difficulty making professional decisions.

Mental health status and stressful life events among postgraduate nursing students in Cyprus: a cross-sectional descriptive correlational study

BackgroundDespite prior evidence supporting the association between stressful life events and mental health status, there are limited data on the number and severity of stressful life events and their effects on university students’ mental health status. Therefore, the present study aimed to: (a) examine mental health status and subsequent predictors of clinically significant mental distress symptoms, (b) estimate the number and severity of stressful life events, and (c) explore the associations between mental health status, stressful life events (number and severity) and sociodemographic characteristics.MethodsThis study was descriptive, cross-sectional, and correlational with internal comparisons. A convenience sample of 90 Master of Science in nursing and midwifery students, participated in the study. Participants with a General Health Questionnaire-28 (GHQ-28) total score ≥ 24 were considered to have clinically significant mental distress symptoms. Descriptive and inferential statistics were evaluated, and Pearson’s chi-square test for group differences was used to analyse the data. Analysis of variance and t-tests were used for comparisons between two or more groups, and regression analyses were employed to identify the predictors of GHQ-28 scores and clinical mental distress symptoms.ResultsThe final sample comprised 90 students (response rate: 97.8%), 33 (36.7%) of whom reported clinically significant symptoms of mental distress. Students with divorced parents [29.92 (± 10.62), p < .05] scored high on the GHQ-28. Participants who had low/no satisfaction with the education system posted higher scores than participants who had high/very high satisfaction [24.82 (± 11.68) vs. 17.93 (± 9.78), p < .05]. In the subscale measuring depressive symptoms, there was a statistically significant gender difference, with men reporting higher scores than females. [3.0± (3.69) vs. 1.60 (± 2.42), p = .034]. In multiple analyses of sociodemographic characteristics and those who scored higher on the Life Events Scale for Students (LESS) scale (≥ 340), the loss of parent/s was associated with the total GHQ-28 score (B=-17.046, p < .001). In multiple analyses, chronic physical disorders or disabilities and numerous stressful life events among students (≥ 8 events) were correlated with higher overall GHQ-28 scores (B = 15.232, p < .005).ConclusionThe high frequency of clinical symptoms of mental distress among postgraduate university nursing students and their correlation with stressful life events highlights the need for university counselling services to provide psychological support strategies to students.

Улучшение результатов обучения: роль самоэффективности при прогнозировании успеваемости студентов в условиях высшего образования

&lt;p&gt;Self-efficacy forms a major factor that influences many life aspects, as a result, it has been researched by many psychologists and educators worldwide from different perspectives. Embracing the context of Bandura&amp;rsquo;s Self- efficacy Theory as a theoretical framework, this quantitative empirical research paper introduces an overview of the role that self&amp;ndash;efficacy plays in shaping higher education students&amp;rsquo; academic achievement among a diverse group of college students. The diverse group comprises 374 students who took part in this research study and responded to the General Self&amp;ndash;efficacy Scale (GSE) to disclose the perception of their self-efficacy and the ability to perform the required academic tasks. Multiple analysis techniques including &lt;em&gt;Descriptive analysis&lt;/em&gt;, &lt;em&gt;Pearson Correlation Coefficient&lt;/em&gt;, &lt;em&gt;t-test&lt;/em&gt; for independent sample, and &lt;em&gt;Simple Linear Regression&lt;/em&gt; were conducted to achieve the paper&amp;rsquo;s objectives. Data analysis demonstrated a strong positive correlation between students&amp;rsquo; general self&amp;ndash;efficacy and academic achievement. Moreover, students&amp;rsquo; self&amp;ndash;efficacy was found as a significant predictor of students&amp;rsquo; academic achievement. Findings indicated that no gender-based differences in students&amp;rsquo; general self-efficacy among higher education students. The discoveries of this research study can be implemented in instructional designing, curriculum development, and college counseling services to promote students&amp;rsquo; academic achievement.&lt;/p&gt;

Are Campus Services Reaching Those in Need? Substance Use and Awareness of University Counseling Services

ABSTRACT Help-seeking is uncommon among college students with substance use concerns. Perceived access to services is associated with greater help-seeking behavior. This study identifies substance use-related risk factors associated with awareness of campus counseling services. College students aged 18 to 25 (N = 995) self-administered a web-based survey, reporting their demographics, substance use history, well-being, and counseling services available at their institution. Multiple logistic regression was used to identify factors associated with awareness of services. Overall, 78% of students were aware of counseling services available at their institution. Full-time enrollment (p = .038) and better mental well-being (p = .025) were associated with greater odds of awareness of services. Early initiation of substance use (p = .003) and past month high-intensity drinking (p = .003) were associated with lower odds of awareness of services. Innovative strategies are needed to ensure campus counseling services reach students at risk for substance use-related problems.

Psychodynamic university counseling: which factors predict psychological functioning after intervention?

University counseling centers represent important resources for personal development, and students are increasingly turning to them for help. The present study aimed at, first, evaluating changing in psychological functioning before and after a university counseling intervention and, second, exploring which psychological variables predicted the intervention outcome. For this purpose, 122 students who attended university counseling services were administered measures to assess personality traits, and measures to assess state variables - intended as contextual, rather than stable, alterations in functioning - such as anxiety, hopelessness and depression. Several Linear Mixed Models were performed to measure the differences between OQ-45 scores before and after the intervention (one for each OQ dimension and OQ total score); then, two steps of multiple regression analyses were performed. Significative reductions between pre-test and post-test OQ-45 scores were found, highlighting increased levels of well-being; personality traits seem not to be predictive of the intervention outcome, while state variables significantly contribute to the psychological wellbeing improvement after counseling intervention. Our findings highlight the importance of paying attention to the role of affective difficulties in predicting the counseling effectiveness.

Mental Health Practitioners' and Young People's Experiences of Talking About Social Media During Mental Health Consultations: Qualitative Focus Group and Interview Study.

Increasing concerns among mental health care professionals have focused on the impact of young people's use of digital technology and social media on their mental well-being. It has been recommended that the use of digital technology and social media be routinely explored during mental health clinical consultations with young people. Whether these conversations occur and how they are experienced by both clinicians and young people are currently unknown. This study aimed to explore mental health practitioners' and young people's experiences of talking about young people's web-based activities related to their mental health during clinical consultations. Web-based activities include use of social media, websites, and messaging. Our aim was to identify barriers to effective communication and examples of good practice. In particular, we wanted to obtain the views of young people, who are underrepresented in studies, on their social media and digital technology use related to mental health. A qualitative study was conducted using focus groups (11 participants across 3 groups) with young people aged 16 to 24 years and interviews (n=8) and focus groups (7 participants across 2 groups) with mental health practitioners in the United Kingdom. Young people had experience of mental health problems and support provided by statutory mental health services or third-sector organizations. Practitioners worked in children and young people's mental health services, statutory services, or third-sector organizations such as a university counseling service. Thematic analysis was used to analyze the data. Practitioners and young people agreed that talking about young people's web-based activities and their impact on mental health is important. Mental health practitioners varied in their confidence in doing this and were keen to have more guidance. Young people said that practitioners seldom asked about their web-based activities, but when asked, they often felt judged or misunderstood. This stopped them from disclosing difficult web-based experiences and precluded useful conversations about web-based safety and how to access appropriate web-based support. Young people supported the idea of guidance or training for practitioners and were enthusiastic about sharing their experiences and being involved in the training or guidance provided to practitioners. Practitioners would benefit from structured guidance and professional development to enable them to support young people in feeling more willing to disclose and talk about their web-based experiences and their impact on their mental health. This is reflected in practitioners' desire for guidance to improve their confidence and skills to safely support young people in navigating the challenges of the web-based world. Young people want to feel comfortable discussing their web-based activities during their consultations with mental health practitioners, both in tackling the challenges and using the opportunity to discuss their experiences, gain support, and develop coping strategies related to web-based safety.

The impact of psychological distress and university counselling on academic outcomes: Analysis of a routine practice‐based dataset

AbstractWhole university approaches to student mental health and well‐being increasingly involve university counselling and mental health services (UCMHSs) as key stakeholders in higher education and the fulfilment of good academic outcomes. However, previous research using routine outcome measures has focussed on psychological distress only. Research is needed to demonstrate the value of university counselling on academic outcomes. This study aimed at profiling the psychological distress of a student sample according to the Clinical Outcomes in Routine Evaluation—Outcome Measure (CORE‐OM); measuring the change in perceived impact of problems on academic outcomes, and measuring the perceived impact of counselling on academic outcomes. Students from two UK university counselling services completed the CORE‐OM and the Counselling Impact on Academic Outcomes (CIAO) questionnaire as part of routine practice. After counselling, 67.4% (n = 323) of students with planned endings to counselling showed at least reliable improvement on the CORE‐OM. Significant reductions in the perceived impact of problems on all academic outcomes were also found. On average, 83% (n = 398) of students found counselling helpful for academic outcomes to at least a limited extent. University counselling was found to reduce psychological distress and the impact of problems on academic outcomes. Psychometric examination of the CIAO tool is warranted to strengthen its use. The need for robust data across UCMHSs is demonstrated by both the strengths and limitations of this study.

The Switch to Online Learning during the COVID-19 Pandemic: The Interplay between Personality and Mental Health on University Students

The switching from traditional to online learning during the COVID-19 pandemic was challenging for students, determining an increase in physical and mental health problems. The current paper applied a two-step cluster analysis in a large sample of n = 1028 university students (Mage = 21.10 years, SD = 2.45 years; range: 18-30 years; 78.4% females). Participants responded to an online survey exploring neuroticism, trait/state anxiety, general self-efficacy, academic motivation, fear of COVID-19, the impact of the COVID-19 pandemic on physical and mental health, and the help requests. Results showed two significant clusters of students having a Maladaptive Academic Profile (n = 456; 44.4%) or an Adaptive Academic Profile (n = 572; 55.6%). Significant differences were found between the two clusters, where students belonging to the Maladaptive Academic Profile reported higher levels of neuroticism, higher dispositional and situational anxiety, and fear of COVID-19, and lower self-efficacy and academic motivation than students of the Adaptive Academic Profile cluster. In addition, more physical or mental health problems and help requests, mainly to partners during the COVID-19 pandemic, were found in the Maladaptive Academic Profile cluster compared to the Adaptive Academic Profile. Finally, the practical implications of the study's results in implementing university counseling services as protective measures to contrast psychological distress in the long-term COVID-19 pandemic are discussed.