Concerning relationships among motivation scores, moderate to very high

correlations existed within the data. Specifically, total motivation correlated with intrinsic

motivation (r=.64, p<.05), extrinsic motivation (r=.52, p<.05), task motivation (r=.82,

p<.05), control of learning (r=.56, p<.05), self-efficacy (r=.30, p<.05) and test anxiety

(r=.53, p<.05). These correlations indicated that all of the motivation constructs were

related to the total measure of motivation.

 There were three moderate correlations between scales of motivation and scales

of engagement. Academic challenge was correlated with both total motivation (r=.31,

p<.05) and intrinsic motivation (r=.33, p<.05). This finding indicates that higher levels of

academic challenge were associated with higher levels of total motivation with emphases

on intrinsic motivation. Active learning was negatively correlated with control of learning

(r=-.33, p<.05). Interestingly, this indicated lower levels of control of learning associated

with higher levels of active learning.

 For correlations among constructs of student engagement, total engagement was

very highly correlated with academic challenge (r=.72, p<.05), active learning (r=.73,

p<.05) and student-faculty interaction (r=.70, p<.05). This provided evidence that

constructs of student engagement were closely related to total student engagement. See

Table 4-56 for findings concerning relationships among cognitive style gap, stress,

motivation and engagement.