JDSE
Journal of Dental Sciences and Education

The Journal of Dental Sciences and Education deals with General Dentistry, Pediatric Dentistry, Restorative Dentistry, Orthodontics, Oral diagnosis and DentomaxilloFacial Radiology, Endodontics, Prosthetic Dentistry, Periodontology, Oral and Maxillofacial Surgery, Oral Implantology, Dental Education and other dentistry fields and accepts articles on these topics. Journal of Dental Science and Education publishes original research articles, review articles, case reports, editorial commentaries, letters to the editor, educational articles, and conference/meeting announcements.

eISSN: 2980-1389
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Original Article
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.

Keywords : Dentistry, Perception, Distance education, COVID-19, Anxiety

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Article available in :
Volume 4, Issue 3, 2026
Page : 97-104
https://doi.org/10.51271/JDSE-0084
Article Information
Received : 13 Oca 2026
Accepted : 13 Ağu 2026
Published : 20 Ağu 2026
Corresponding Author :

Luísa Schubach da Costa Barreto: Department of Social and Preventive Dentistry, Faculty of Dentistry, Rio de Janeiro State University, Rio de Janeiro, Brasil

[email protected]
Citation : Barreto LSC, Berry MCC, Artese F, Quintão CCA. Learning preferences, distance education perceptions, and anxiety (STAI-S-6) among dentistry students. J Dent Sci Educ. 2026;4(3):97-104.

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