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Class F

 Regarding Class F, student engagement was explained using backward stepwise

multiple regression. Independent variables included students cognitive style gap

constructs, total stress, total motivation and student demographic variables. However, no

model was found significant in explaining student engagement given these independent

variables.

Class G

 Student engagement of students in Class G was explained through the use of

backward stepwise multiple regression to identify the independent variables that serve as

the best fitting model. These independent variables included cognitive style gap

constructs, total stress, total motivation and selected student demographic variables. After

data analysis, total stress (P=.25) and total motivation (P=.38) were identified to best

explain student engagement of Class G. The adjusted R2 for the model was .22 signifying

that 22% of the variance of the dependent variable was attributed to students' total stress

and total motivation. The model was significant (p<.05).

Class H

 For Class H, student engagement was explained by using backward stepwise

multiple regression to identify independent variables that best contribute to a fitting

model. Four variables were identified that contributed to the explanation of Class H

student engagement. Those independent variables include rule/group conformity style

gap (P=.40) number of similar courses previously taken by the student (P=-.26), total

motivation (P=.47) and total stress (P=.30). The model was significant (p<.05) and had an

adjusted R2 of .33. That is, 33% of the variance of student engagement in Class H was

explained by the four independent variables previously listed.