Two variables, college classification (P=.-. 19) and gender (P=.26) contributed to
the explanation of student motivation in Class F. The model had an adjusted R2 of .06
indicating that 6% of the variance of total motivation was attributed to students' college
classification and gender.
Class G
In Class G, backward stepwise multiple regression was used to explain students'
total stress using variables of cognitive style gap and student demographics including
age, gender, number of similar courses taken, and college classification. However, no
model was found to significantly explain student stress with these independent variables.
Total student motivation was regressed with the same independent variables to
find the best fitting model. Again, no significant model was found to explain student
motivation in Class G.
Class H
In Class H, two independent variables explained the dependent variable student
stress using a backward stepwise regression analysis. They include rules/group
conformity cognitive style gap (P=-.36) and number of similar courses taken by the
student (P =.21). The model had an adjusted R2 of. 13 indicating that 13% of the variance
of stress in Class H was from these two variables (p<.05).
For motivation of Class H, backward stepwise multiple regression was used to
find the best fitting model with independent variables including cognitive style gap
constructs and students' gender, age, number of similar courses taken and college
classification. However no models were found significant with these independent
variables.