challenge (r=.74, p<.05), active learning (r=.74, p<.05) and student-faculty interaction

(r=.67, p<.05). This data suggests that construct scores of student engagement were

closely related to the total measure of student engagement used in this study. See Table 4-

52 for reported associations between Class D cognitive style gap, stress, motivation and

engagement.

 For demographic information concerning Class D, participating students were

asked their age, gender, number of courses taken related to Class D and college

classification. The number of collegiate courses similar to the subject area of Class D was

significantly correlated to total cognitive style gap (r=-.24, p<.05). Said differently, there

was an association between more innovative cognitive style and fewer courses taken

similar to the content taught in Class D. No other student demographic variable was

statistically significant with cognitive style gap.

 For age, there were no significant correlations found with other variables used in

this study in Class D. Concerning gender, there was a significant low correlation (r=-.24,

p<.05) with test anxiety. That is in Class D, being male was associated with higher levels

of test anxiety. College level of classification had a moderately negative association (r=-

.32, p<.05) with total stress. This finding indicated an association between higher college

classification and lower levels of stress.