motivation (r=.58, p<.05), extrinsic motivation (r=.53, p<.05), task motivation (r=.68,

p<.05), control of learning (r=.51, p<.05), self-efficacy (r=.36, p<.05) and test anxiety

(r=.48, p<.05). This data provided evidence that constructs used to measure motivation

were related to the total motivation scale used in Class I.

 Examining relationships between total engagement and motivation, total student

engagement was moderately correlated with total motivation (r=.38, p<.05), intrinsic

motivation (r=.33, p<.05) and task motivation (r=.41, p<.05). Furthermore, academic

challenge was correlated with total motivation (r=.40, p<.05), intrinsic motivation (r=.34,

p<.05) and task motivation (r=.45, p<.05). The data indicated an association between

higher levels of motivation with higher levels of engagement among these constructs.

 Total student engagement had very high correlations with engagement constructs

academic challenge (r=.82, p<.05), active learning (r=.77, p<.05) and student-faculty

interaction (r=.74, p<.05). These correlations indicated that constructs of student

engagement were closely related to the total measurement of student engagement in Class

I. See Table 4-62 for findings regarding relationships among cognitive style gap, stress,

motivation and engagement in Class I.

 Student respondents were asked demographic questions specific to age, gender

number of course relevant classes taken and college classification. Answers to these

questions were used to find correlations with cognitive style gap. Gender had a moderate

negative relationship with intrinsic motivation (r=-.36, p<.05) and control of learning (r=-

.31, p<.05). That is, females in Class I were associated with lower levels of intrinsic

motivation.