anxiety (r=.32, p>.05). The correlation between total motivation and test anxiety was

smaller, but still moderate. These correlations provided evidence that motivation

constructs were positively associated with total motivation.

 Interestingly, only one correlation was found between scores of motivation and

scores of student engagement. There was a moderate correlation between extrinsic

motivation and active learning (r=.40, p<.05). The finding indicated an association

between higher levels of extrinsic motivation and higher levels of active learning in this

class.

 Examining internal correlations for student engagement, total student engagement

was correlated with constructs: academic challenge (r=.83, p<.05), active learning (r=.59,

p<.05) and student-faculty interaction (r=.58, p<.05). These correlations suggest that

student engagement construct scores were closely related to the measure of total student

engagement. See Table 4-54 for findings specific to correlates of cognitive style gap,

stress, motivation and engagement for Class E.

 The researcher examined correlations among demographic information as

students answered questions regarding age, gender, number of courses taken similar to

the course and college classification. None of the demographic variables were found to

correlate with cognitive style gap in Class E. However, number of college courses related

to the subject area of Class E was significantly correlated with student-faculty interaction

(r=.48, p<.05). This finding indicated that taking more classes in the subject area of Class

E was moderately associated with higher levels of student-faculty interaction.