Objective Two

Determine the cognitive style, student stress, student motivation and student
engagement of undergraduate students.

 Student participants in each class were asked to respond to four questionnaires.

They included the following: Kirton Adaption-Innovation Inventory (KAI) to measure

cognitive style with constructs of sufficiency of originality, efficiency, and rule/group

conformity; the Student-life Stress Inventory (SSI) to measure classroom specific stress

characterized by frustrations, conflicts, pressures, changes and self-imposed stress; the

Motivated Strategies for Learning Questionnaire (MSLQ) to measure classroom specific

motivation with components of intrinsic motivation, extrinsic motivation, task value,

control of learning beliefs, self-efficacy for learning and test anxiety; and the National

Survey of Student Engagement (NSSE) to measure classroom specific engagement with

scales of academic challenge, active and collaborative learning, and student faculty

interaction. Chapter 3 discussed how these instruments were modified to meet the needs

of this study. The data are presented here with results of all four questionnaires grouped

by the classes described above. Also, cognitive style, stress, motivation and engagement

were determined through examining all participating students as a group.

Class A

 There were 58 usable responses in Class A (N=100, n=70) pertaining to the KAI.

Cognitive style was coded with lower numbers signifying more adaptive and higher

numbers signifying more innovative. The KAI has a range of 32 to 160 with a mean of

95. The total cognitive style mean for Class A student respondents was slightly more

adaptive (M=90.60, SD=18.01, n=58) than the normalized mean reported by Kirton