Introduction: the difficulties to regulate emotions in evaluative settings, appear as high levels of anxiety towards tests and avoidance behaviors. Perfectionism traits and procrastinative behaviors, are associated with increasing emotional discomfort across the different steps of the learning/testing cycle. Objective: asses the intervention´s efficacy to improve emotion regulation in evaluative settings. Method: a case study was performed, with the participation of a female universitary law student, who showed high levels of anxiety during oral exams. A six session cognitive behavioral treatment was applied, to diminish test anxiety, non-adaptive aspects of perfectionism and procrastinative behaviors. Quantitative and qualitative data were collected, at the intervention´s beginning and finalization, and six months later. Results: comparative analysis of the pre - post scores, showed a...

Introduction: the difficulties to regulate emotions in evaluative settings, appear as high levels of anxiety towards tests and avoidance behaviors. Perfectionism traits and procrastinative behaviors, are associated with increasing emotional discomfort across the different steps of the learning/testing cycle. Objective: asses the intervention´s efficacy to improve emotion regulation in evaluative settings. Method: a case study was performed, with the participation of a female universitary law student, who showed high levels of anxiety during oral exams. A six session cognitive behavioral treatment was applied, to diminish test anxiety, non-adaptive aspects of perfectionism and procrastinative behaviors. Quantitative and qualitative data were collected, at the intervention´s beginning and finalization, and six months later. Results: comparative analysis of the pre - post scores, showed a...