were to be completed during class time. If not completed during class time, students

completed the instruments outside of class and brought them back during the next

scheduled class time. Specifically, students enrolled in Classes C, D, G and H were

allowed to complete the instruments during regularly scheduled class time while students

enrolled in Classes A, B, E, F and I took the questionnaires out of the classroom and

brought them back completed the next regularly scheduled class meeting time.

 Faculty members were given the choice to allow students to complete instruments

during class time or outside of class time out of respect for the faculty members'

instructional time with students. The estimated time for students to complete all four

instruments was 40 minutes. Some faculty members were reluctant to give up this amount

of time and would not have participated if instruments were required to be completed

during class time. Authors of the instruments used in this study gave no indication that

students must complete the instruments in the classroom.

 Also, it was the faculty member's choice to offer an incentive of extra-credit to

encourage student participation. This was done primarily to encourage students to come

to class on the day instruments were administered and to prompt return of the instruments

if students completed instruments outside of class. Only students enrolled in Class E were

not given extra-credit for participating in this study, which may have influenced response

rate.

 A limitation of this study was the lack of control for method of administering

instruments. Method of instrument administration is confounded with the faculty member

giving no way to defend if either completion of instruments or use of extra-credit affected

students' scores concerning cognitive style, stress, motivation or engagement.