moderate correlations with stress constructs: frustrations (r=.34, p<.05), and changes

(r=.33, p<.05). These findings indicate a relationship between higher stress construct

scores and both constructs, efficiency cognitive style gap and rule/group conformity

cognitive style gap.

 Total cognitive style gap had a significant low relationship with total motivation

(r=-.29, p<.05). This indicated that in this course taught by an adaptive faculty member,

students' innovative total cognitive style gap was associated with students' lower

motivation scores. Also of interest, efficiency cognitive style gap scores had moderate

correlations with total motivation (r=-.33, p<.05), extrinsic motivation (r=-.36, p<.05) and

self-efficacy (r=-.44, p<.05) indicating that a higher innovative gap was associated with

lower stress among these constructs. Considering the rule/group conformity cognitive

style gap, moderate correlations were found with total motivation (r=.31, p<.05) and task

motivation (r=-.33, p<.05) signifying that higher innovative rule/group conformity gaps

were associated with lower motivation levels among these constructs in Class A.

 Total cognitive style gap had a negligible correlation with total engagement

(r=.04, p>.05) signifying little association between the two variables. No other significant

correlations were found between constructs of cognitive style gap and constructs of

student engagement.

 For internal correlations of the SSI, student total stress significantly correlated

with stress constructs: frustrations (r=.83, p<.05), conflicts (r=.59, p<.05), pressures

(r=.73, p<.05), changes (r=.48, p<.05) and self-imposed (r=.60, p<.05). As expected,

these correlations indicated that the scales used to measure stress in this study were

moderately to highly related with the total stress measured by the SSI.