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