Learning preferences, distance education perceptions, and anxiety (STAI-S-6) among dentistry students

Abstract

Aims: To investigate undergraduate and graduate dentistry students’ perceptions of distance education (DE), learning preferences, and anxiety levels during the COVID-19 pandemic. Methods: A 44-item online questionnaire was administered including the Brazilian Economic Classification Criteria (ABEP) and State-Trait Anxiety Inventory (STAI-S-6). Statistical analyses included Chi-square tests with standardized adjusted residuals, independent samples t-tests, one-way ANOVA followed by Tukey’s post-hoc test, and Pearson’s correlation, with the significance level set at alfa = 0.05. Results: A total of 293 students participated (150 undergraduates; 143 graduate students). Undergraduates were significantly younger and from lower socioeconomic classes (p < 0.001). Female students, undergraduates, and individuals from Class C1 showed the highest anxiety levels (p < 0.05). A weak but significant negative correlation between age and anxiety emerged (r = –0.125; p = 0.032). Strong contrasts were found in DE experiences: undergraduates reported greater difficulty focusing, poorer performance, and higher anxiety induced by DE. Students who perceived DE as “affecting performance extremely negatively” exhibited anxiety scores 8.4 points higher than those reporting no negative impact (p< 0.001). The largest difference was observed in self-perceived DE/anxiety relationship: reporting that DE “increases anxiety a lot” was associated with the highest mean STAI-S-6 score (p < 0.001). Conclusion: Dentistry students experienced substantial psychological strain during pandemic-related DE. Anxiety levels were strongly linked to socioeconomic vulnerability, academic level, and subjective DE experience. Findings highlight the need for mental-health-centered DE strategies, equitable access to digital resources, and pedagogical models that attenuate cognitive overload and performance losses.