290
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.