Considering students' college classification, a moderate correlations was found with test

anxiety (r=-.35, p<.05). The finding indicated that higher levels of test anxiety were

associated with lower college classification. Considering the number of collegiate courses

related to the subject area of Class F, no significant correlations were found.

Class G

 There were 65 responses considered usable by the researcher for determining

cognitive style gap. The faculty member instructing Class G had a total KAI score of 116,

indicating her cognitive style was more innovative. The mean cognitive style gap of Class

G was -22.58 (SD=15.04). Said differently, the average student in Class G was 22.58

points more adaptive than the faculty member. The lowest total score cognitive style gap

was 67 points more adaptive than the faculty member while the highest total score

cognitive style gap was 9 points more innovative than the faculty member. Note that

Kirton (2003) has determined that a 20 point gap between two individuals is the point at

which cognitive style differences become apparent. In this class, 39 (60.0%) student

respondents had a cognitive style gap of 20 points or more with the faculty member. See

Table 4-57 for results regarding Class G cognitive style gap.

Table 4-57. Class G Student Mean Scores of Cognitive Style Construct Gaps (n=65)
Construct Mean SD Min Max
Total cognitive style gap -22.58 15.04 -64 9
Sufficiency of originality gap -8.82 7.67 -28 7
Efficiency gap -2.69 4.76 -12 8
Rule/Group conformity gap -11.08 7.85 -30 8
Note. Cognitive style gap scores were calculated by subtracting faculty member's KAI
score from individual student's KAI score. Coded: lower score equals more adaptive,
higher score equals more innovative.

 Calculated cognitive gap scores were utilized in finding relationships with student

stress, student motivation and student engagement. Pearson's correlation coefficient was