Examining relationships between cognitive style gap and motivation, moderate

correlations were found between intrinsic motivation and total cognitive style gap (r=.32,

p<.05), sufficiency of originality gap (r=.35, p<.05), and rule/group conformity gap

(r=.30, p<.05).

 Total cognitive style gap was correlated with total student engagement (r=.40,

p<.05), active learning (r=.46, p<.05) and student-faculty interaction (r=.41, p<.05).

Likewise, sufficiency of originality gap was correlated with total engagement (r=.33,

p<.05), active learning (r=.41, p<.05) and student-faculty interaction (r=.31, p<.05). Also

rule/group conformity gap was moderately correlated with total engagement (r=.32,

p<.05), active learning (r=.40, p<.05) and student-faculty interaction (r=.37, p<.05).

 Student respondents were asked demographic questions specific to age, gender,

number of courses taken similar to the content of Class H and college classification.

Answers to these questions were used to find correlations with cognitive style gap. None

of these demographic variables were found to significantly correlate with total cognitive

style gap in Class H.

Class I

 The total cognitive style gap mean for Class I was -41.10 (SD=14.25, n=60). One

moderate correlation was found between efficiency cognitive style gap and conflict stress

(r=.35, p<.05); a finding that conflicts with research presented by Kirton (2003). No other

cognitive style gap constructs were correlated with stress constructs, motivation

constructs or student engagement constructs in Class I.

 For demographic information, gender was found to have a moderate negative

relationship with intrinsic motivation (r=-.36, p<.05) and control of learning (r=-.31,