After calculating cognitive style gaps between the faculty member and individual

students, Pearson's correlation coefficient was used to determine relationships among

total and construct scores of stress, motivation and engagement.

 Internal correlations of the KAI found that total cognitive style gap had very high

correlations with sufficiency of originality gap (r=.86, p<.05), and rule/group conformity

gap (r=.86, p<.05). A substantial correlation was found between sufficiency of originality

gap and rule/group conformity gap (r=.63, p<.05) providing evidence that in Class B, a

strong relationship existed between these two construct gaps. However, efficiency gap

only had a moderate correlation with total cognitive style gap (r=.43, p<.05) a negligible

correlation with sufficiency of originality (r=.05, p>.05) and rule/group conformity

(r=.20, p>.05). This indicated that efficiency gap was not as closely associated with the

two other cognitive style constructs which coincides with findings from cognitive style

gap construct mean scores. For example, the mean score for efficiency gap was -1.59

whereas sufficiency of originality gap mean and the rule/group conformity gap mean was

15.39 and 10.63 respectively. Also note the lower post-hoc reliability of the efficiency

construct.

 For Class B, there was a negligible correlation between total cognitive style gap

and total student stress (r=-.01, p>.05). Additionally, no significant correlations were

found between cognitive style gap constructs and stress constructs.

 Interestingly, the cognitive style gap construct efficiency had a moderate

correlation with total motivation (r=-.46, p<.05), intrinsic motivation (r=-.30, p<.05),

extrinsic motivation (r=-.36, p<.05), control of learning (r=-.35, p<.05) and self-efficacy