Class F

 Backward stepwise multiple regression was used in Class F to explain the

dependent variable of total student stress with cognitive style gap constructs and

demographic variables including age, gender, number of similar courses taken and

college classification. However, no models using these independent variables were found

significant to explain student stress.

 Considering motivation of Class F, backward stepwise multiple regression was

used to explain the dependent variable total motivation. Two variables, college

classification (P=-. 19) and gender (P=.26) contributed to the explanation of student

motivation in Class F. None of the cognitive style gap constructs significantly contribute

to the model. Gender was found most important in explaining student motivation in Class

F. To interpret, college females in Class F scored an average 2.20 points higher on the

measure of total motivation than males while controlling for college classification. The

model had an adjusted R2 of .06 indicating that 6% of the variance of total motivation

was attributed to students' college classification and gender. The researcher concluded

that cognitive style gap offered no explanation of student motivation in Class F, but

higher motivation scores was credited to gender. See Table 4-72 for the unstandardized

coefficient (B), intercept (Constant), and standardized coefficient (0).

Table 4-72. Class F Backward Stepwise Multiple Regression Explaining Student Total
 Motivation (n=71)
 Model
 Construct B SE Beta t. Sign. F Sign.
 (Constant) 30.21 2.41 12.53 .00 3.31 .04
 Gender 2.20 0.99 .26 2.22 .03
 College classification -0.94 0.58 -.19 -1.61 .11
Note. Adjusted R2 .06