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