perceived stress had a total SSI score of 25 while the student with the highest level of

perceived stress scored 89. See Table 4-25 for specific findings regarding Class F stress.

Table 4-25. Class F Student Mean Scores of Stress Constructs (n= 12)
Construct Mean SD Min Max
Total stress 49.29 13.20 25 89
Frustrations 11.02 4.02 6 27
Conflicts 5.17 2.64 3 12
Pressures 9.65 3.69 4 20
Changes 4.55 2.53 3 13
Self-imposed 18.90 4.60 8 28
Note. Perceived stress was measured with the SSI using 22 summated items. Possible
range: Total (22 to 110), Frustrations (6-30), Conflicts (3-15), Pressures (4-20), Changes
(3-15), Self-imposed (6-30). Coded: higher score equals higher level of perceived stress.

 Class F had 115 usable responses in determining student motivation. Motivation

was determined with the MSLQ which consisted of 31 items forming six standardized

motivation construct scores. Thus, the total motivation score range was 6 to 48 with

higher scores signifying more motivation. The student in Class F with the lowest level of

motivation had a total score of 20.40 points on the MSLQ, while the student with the

highest level of motivation scored a total 37.35 points. In Class F, the total motivation

mean (31.25, SD=3.71) was 0.79 points higher to that reported by Pintrich et al. (1991).

Four of the motivation constructs had higher mean scores than reported by Pintrich et al.

including extrinsic motivation (0.48 points higher), task value (0.26 points higher),

control of learning (0.08 points higher) and self-efficacy (0.47 points higher). The other

two constructs had lower mean scores than reported by Pintrech et al.: intrinsic

motivation was 0.37 points lower and test anxiety was 0.14 points lower. All motivation

construct means for Class F were within one standard deviation of the instrument norm

(Pintrich et al.). See Table 4-26 for results of Class F student motivation.