Anxiety in Practical Anatomy Assessments: DASS-21 Analysis and a Focus on Self-Regulation

Abstract

Objective: To analyze the levels of anxiety present during practical anatomy assessments and examine their relationship with emotional self-regulation in first-year Kinesiology students. Methods: A descriptive quantitative approach and a non-experimental, cross-sectional design were used during the first semester of 2024. Thirty-eight students participated, completing the anxiety subscale of the DASS-21 instrument. Data were analyzed using descriptive statistics, considering absolute and relative frequencies. Results: Normal and moderate levels of anxiety predominated, with frequent manifestations of nervousness, restlessness, and difficulty relaxing in demanding assessment contexts. From a pedagogical perspective, the importance of emotional self-regulation for understanding and coping with these responses is highlighted, especially in practical activities where limited time and exposure increase emotional arousal. Conclusions: Practical assessments of the gymkhana type generate situational anxiety in some students, which reinforces the need to integrate teaching strategies aimed at emotional support and the strengthening of self-regulatory skills in the teaching of Anatomy.