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