Total stress was correlated with extrinsic motivation (r=.39, p<.05) and test

anxiety (r=.52, p<.05) indicating higher levels of student stress was coupled with higher

levels of extrinsic motivation and higher levels of test anxiety. Furthermore, test anxiety

was moderately or substantially correlated with frustrations (r=.41, p<.05), pressures

(r=.40, p<.05) and self-imposed stress (r=.54, p<.05). Correlation coefficients in these

relationships indicated that higher levels of test anxiety were associated with higher

levels of these stress constructs.

 Examining relationships between student stress and student engagement in Class

C, a moderate correlation was found between conflicts and student faculty interaction

(r=.35, p<.05). This finding indicated that higher levels of conflict stress were related to

higher levels of student-faculty interaction. Furthermore, self-imposed stress was

correlated with total student engagement (r=.31, p<.05) indicating higher levels of self-

imposed stress were associated with higher levels of student engagement. This is

interesting in the light of the negative relationship found between lower self-imposed

stress and higher cognitive style gap.

 Total motivation was substantially to very highly correlated with motivation

constructs: intrinsic motivation (r=.62, p<.05), extrinsic motivation (r=.66, p<.05), task

motivation (r=.79, p<.05), control of learning (r=.47, p<.05) and test anxiety (r=.57,

p<.05). However self-efficacy was not significantly correlated with total motivation.

Findings indicated that motivation constructs were related to total motivation, except for

self-efficacy.

 Examining the relationships between motivation and engagement among students

in Class C, total motivation was moderately correlated with academic challenge (r=.43,