For student engagement, cognitive style gaps sufficiency of originality and

rule/group conformity had moderate and positive relationships with active learning in

Classes B and H. However, Classes A, D, E, F and I had no moderate correlations

between any student engagement construct and cognitive style gap construct. Likewise

considering all students grouped, no moderate correlation was found between any

construct of student engagement and any construct of cognitive style gap. The data

suggests that relationships do exist between cognitive style gap and student engagement,

but no relationships provided a consistent pattern.

 In every class the motivation construct self-efficacy was negatively correlated

with constructs of stress, often with moderate level correlations. This evidence supports

the literature review written by Pfeiffer (2001). Also, test anxiety consistently had at least

one moderate correlation with a stress construct in every class. This finding helps confirm

the research conducted by Misra and McKean (2000).

 Considering correlations between total student stress and total student

engagement only Classes A and G had moderate correlations between the two measures;

both of which were positive relationships. Also in these two classes, the frustrations

stress construct was moderately correlated with total engagement and academic

challenge. The data suggests that in these two classes moderate relationships exist

between student stress and engagement with emphasis placed on frustrations and

academic challenge.

 Considering all students, total student engagement had positive and moderate

correlations with total student motivation (r=.30, p<.05). However, a moderate

correlation was not found in Classes A, E and F. Furthermore Classes A and F had