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Class D

 With respect to Class D, backward stepwise multiple regression was used to

explain total student stress. The best fitting model included the variables efficiency

cognitive style gap (P=-. 15) and the student demographic variable of college

classification (p=-.29). This model had an adjusted R2 of. 10. That is, 10% of the variance

of stress in Class D was explained by these two variables (p<.05).

 Backward stepwise multiple regression was again used in Class D to explain total

student motivation as a result of cognitive style gap and demographic variables. No

model provided a significant explanation of student motivation.

Class E

 In Class E, backward stepwise multiple regression was utilized to regress total

student stress with cognitive style gap between the student and the faculty member as

well as demographic variables including gender, age, similar number of courses taken

and college classification. However, no model was found statistically significant.

 For student motivation, sufficiency of originality cognitive style gap (P=.44) and

gender (P=.27) contributed to a model to explain student motivation in Class E. The

model had an adjusted R2 of .13 indicating that 13% of the variance of student total

motivation was explained by these two variables.

Class F

 Backward stepwise multiple regression was used in Class F to explain the

dependent variable of total student stress with cognitive style gap constructs and

demographic variables including age, gender, number of similar courses taken and

college classification. However, no models using these independent variables were found

significant in ability to explain student stress.