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

classification. Student engagement in this group was explained by the variables gender

(P=-.09), total motivation (P=.30), total stress (P=. 14) and student age (P=.09) using a

backward stepwise regression analysis. The most important independent variable

contributing to the explanation of variance of student engagement was students' total

motivation. Students in this study who have a motivation score increase of one point have

an average 0.59-point increase on the measure of student engagement while controlling

for students' gender, age and total stress. The total engagement measure consisted of a 72

point scale. The data suggests that students in this study with higher motivation scores

have higher total engagement scores while controlling for students' gender, age and total

stress. However, cognitive style gap between students and their faculty member had no

significant explanation to the variance of student engagement. The model had an adjusted

R2 of .13 meaning that 13% of the variance of student engagement among students in this

study was explained by the four independent student variables above. The model was

significant (p<.05). See Table 4-86 for the unstandardized coefficient (B), intercept

(Constant), and standardized coefficient (0).

Table 4-86. All Student Backward Stepwise Multiple Regression Explaining Student
 Total Engagement (n=493)
 Model
 Construct B SE Beta t. Sign. F Sign.
 (Constant) 21.58 5.00 4.32 .00 18.69 .00
 Gender -1.48 0.70 -.09 -2.11 .04
 Total motivation 0.59 0.08 .30 7.08 .00
 Total stress 0.09 0.03 .14 3.31 .01
 Age 0.37 0.18 .09 2.03 .01
Note. Adjusted R2=. 13