.31, p<.05) and rule/group conformity gap (r=-.31, p<.05). This indicated that lower

levels of self-imposed stress were associated with more innovative total cognitive gap

and innovative rule/group conformity gap. This finding does not coincide with Kirton's

(2003) adaption-innovation theory as applied in this context.

 Moderate correlations were found between total motivation and total cognitive

style gap (r=-.34, p<.05) and efficiency gap (r=-.30, p<.05) indicating that among

students in Class C, larger cognitive style gaps and efficiency gaps were related to lower

total motivation. The same was found with extrinsic motivation when comparing this

construct to total cognitive style gap (r=-.34, p<.05) and rule/group conformity gap (r=-

.31, p<.05). Test anxiety was moderately correlated with total cognitive style gap (r=-.49,

p<.05), sufficiency of originality gap (r=-.47, p<.05) and rule/group conformity gap (r=-

.41, p<.05) signifying an association between low test anxiety and high innovative gap

within these cognitive style constructs.

 Only one moderate correlation was found between cognitive style gap scores and

student engagement scores. Sufficiency of originality was correlated with active learning

(r=.31, p<.05) which provided evidence that having a more innovative sufficiency of

originality gap with the faculty member was associated with having a higher level of

active learning in Class C.

 For scales of student stress, correlations were moderate and very high between

total stress and constructs of total stress. Specifically in Class C, total stress was

correlated with frustrations (r=.81, p<.05), conflicts (r=.70, p<.05), pressures (r=.81,

p<.05), changes (r=.54, p<.05) and self-imposed (r=.71, p<.05). These findings indicated

that scales of stress were closely associated with total stress.