237
Table 4-82. Class E Backward Stepwise Multiple Regression Explaining Student Total
Engagement (n=31)
Model
Construct B SE Beta t. Sign. F Sign.
(Constant) 17.81 8.68 2.05 .05 4.51 .01
Number of similar
courses 2.80 1.12 .40 2.49 .02
Total stress 0.13 0.08 .27 1.72 .10
Age 0.85 0.30 .45 2.79 .01
Note. Adjusted R2 .26
Class F
Regarding Class F, student engagement was explained using backward stepwise
multiple regression. Independent variables included students cognitive style gap
constructs, total stress, total motivation and student demographic variables. However, no
model was found significant in explaining student engagement given these independent
variables.
Class G
Student engagement of students in Class G was explained through the use of
backward stepwise multiple regression to identify the independent variables that serve as
the best fitting model. These independent variables included cognitive style gap
constructs, total stress, total motivation and selected student demographic variables. After
data analysis, total stress (P=.25) and total motivation (p=.38) were identified to best
explain student engagement of Class G. The more important of the two independent
variables was total motivation for the explanation of student engagement in Class G.
Students in Class G with a motivation score of 32 points have an average total
engagement score of 25.92 points controlling for student stress. This compares to
students with a motivation score of 33 points have an average total engagement score of