(r=-.44, p<.05). These correlations indicated that among students in Class B, a larger

efficiency gap was associated with lower levels of motivation in these constructs.

 Total cognitive style gap was moderately correlated with total student engagement

(r=.31, p<.05) and active learning (r=.44, p<.05), indicating that more innovativeness was

related to higher levels of student engagement and active learning. Likewise sufficiency

of originality gap was positively correlated with total engagement (r=.33, p<.05) and

active learning (r=.33, p<.05). Also rule/group conformity gap was correlated with total

engagement (r=.36, p<.05), active learning (r=.48, p<.05) and student-faculty interaction

(r=.32, p<.05); all indicating higher levels of engagement with student innovativeness.

 The SSI had internal correlations ranging from substantial to very high between

total stress and stress constructs: frustrations (r=.76, p<.05), conflicts (r=.50, p<.05),

pressures (r=.78, p<.05), changes (r=.69, p<.05) and self imposed (r=.65, p<.05). As

expected, these correlations indicate that these scales of stress were closely associated.

 Considering the relationship between stress and motivation in Class B, self-

imposed stress was moderately correlated with total motivation (r=.34, p<.05) and

extrinsic motivation (r=.40, p<.05), but substantially correlated with test anxiety (r=.60,

p<.05). These correlations provide evidence that higher levels of self-imposed stress were

coupled with higher levels of total motivation, extrinsic motivation and test anxiety.

Furthermore, test anxiety had moderate to substantial correlations with total stress (r=.56,

p<.05), frustrations (r=.34, p<.05), pressures (r=.46, p<.05) and changes (r=.31, p<.05).

These correlations provide evidence of a relationship between high student stress scores

and high test anxiety scores among students enrolled in Class B.