Examining correlations between stress and motivation in Class G, self-efficacy

was negatively correlated with total stress (r=-.59, p<.05), frustrations (r=-.63, p<.05),

conflicts (r=-.37, p<.05), pressures (r=-.41, p<.05), changes (r=-.61, p<.05) and test

anxiety (r=-.30, p<.05). These correlations indicated that lower self-efficacy scores were

associated with high stress scores among all constructs. On the other hand, test anxiety

was moderately to substantially correlated with total stress (r=.55, p<.05), frustrations

(r=.48, p<.05), pressures (r=.44, p<.05), changes (r=.47, p<.05) and self-imposed stress

(r=.47, p<.05). The data suggests an association between high levels of test anxiety and

high levels of stress among the aforementioned constructs. Further explaining self-

imposed stress, moderate correlations were found with total motivation (r=.38, p<.05)

and extrinsic motivation (r=.36, p<.05). These correlations indicated an association

between higher scores of self-imposed stress and higher score of total motivation and

extrinsic motivation.

 Total student stress in Class G was correlated with total student engagement

(r=.32, p<.05). Furthermore, total engagement was correlated with frustrations (r=.34,

p<.05). Additionally, total stress was correlated with academic challenge (r=.30, p<.05).

These correlations indicated that higher levels of stress were associated with higher levels

of engagement in the aforementioned constructs.

 For correlations internal to the measure of motivation, total motivation was

correlated with intrinsic motivation (r=.58, p<.05), extrinsic motivation (r=.69, p<.05),

task motivation (r=.67, p<.05), control of learning (r=.51, p<.05), self-efficacy (r=.29,

p<.05), and test anxiety (r=.43, p<.05). These correlations provided evidence that