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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.