Table 4-73. Class H Backward Stepwise Multiple Regression Explaining Student Total
 Stress (n=49)
 Model
 Construct B SE Beta t. Sign. F Sign.
 (Constant) 36.86 4.63 7.97 .00 4.68 .01
 Rules/Group conformity
 gap -0.51 0.19 -.36 -2.66 .01
 Number of similar
 courses 2.02 1.31 .21 1.54 .13
Note. Adjusted R2=. 13

 For motivation of Class H, backward stepwise multiple regression was used to

find the best fitting model with independent variables including cognitive style gap

constructs and students' gender, age, number of similar courses taken and college

classification. However no models were found significant with these independent

variables.


Class I

 Regarding Class I, backward stepwise regression was used to explain the

dependent variable, student total stress with the best fitting model and most explanation

by the independent variables. Cognitive style gap constructs and student demographic

variables were included in the analysis. Two variables, efficiency style gap (P =.29) and

age (P =.22) accounted for 10% of the variance in explaining total student stress

(Adjusted R2=.10, p<.05). Of the two independent variables efficiency cognitive style gap

was more important in explaining the variance of total stress in Class I. To interpret the

findings concerning Class I, 21 year-old students with an adaptive 5-point efficiency

cognitive style gap with this faculty member had an average total stress score of 55.85.

This was compared to the same students with no efficiency cognitive style gap having an

average stress score of 52.25, a 3.60 point difference. The total stress measure comprised