In Class H, moderate correlations were found between rule/group conformity gap

and total stress (r=-.36, p<.05), frustrations (r=-.30, p<.05) and pressures (r=-.49, p<.05).

These negative correlations indicated that a more innovative gap was associated with

lower levels of stress in this class taught by an innovative faculty member. This finding

was congruent with previous research conducted by Kirton (2003).

 Examining relationships between cognitive style gap and motivation, moderate

correlations were found between intrinsic motivation and total cognitive style gap (r=.32,

p<.05), sufficiency of originality gap (r=.35, p<.05), and rule/group conformity gap

(r=.30, p<.05). The data suggests that a more innovative gap in these two constructs was

associated with higher levels of intrinsic motivation in Class H.

 Total cognitive style gap was correlated with total student engagement (r=.40,

p<.05), active learning (r=.46, p<.05) and student-faculty interaction (r=.41, p<.05).

Likewise, sufficiency of originality gap was correlated with total engagement (r=.33,

p<.05), active learning (r=.41, p<.05) and student-faculty interaction (r=.31, p<.05). Also

rule/group conformity gap was moderately correlated with total engagement (r=.32,

p<.05), active learning (r=.40, p<.05) and student-faculty interaction (r=.37, p<.05). This

evidence suggests that more innovative sufficiency of originality gap and rule/group

conformity gap was associated with higher levels of active learning and student-faculty

interaction in Class H.

 For internal correlations of stress scales, total stress was correlated with

frustrations (r=.64, p<.05), conflicts (r=.71, p<.05), pressures (r=.73, p<.05), changes

(r=.67, p<.05) and self-imposed (r=.71, p<.05). These correlations signify a close

relationship between stress constructs and the total measure of stress.