Fig. 2

Student recognition of self-achievement and joy of learning in specific RM encounters (a-f). Students were divided into the following four RM encounter groups: P, students who encountered only positive RMs; P + N, students who encountered both positive and negative RMs; N, students who encountered only negative RMs; and None, students who did not encounter any RMs. Students rated their frequency of recognition of “Self-achievement and joy of learning” on 6-point Likert scale as follows: 1, none; 2, 1–2 times; 3, 3–4 times; 4, 5–6 times; 5, 7–9 times; and 6, 10 times or more. The number of students in each scale is indicated by the bars. *The level of significance was set at p < 0.05 for the Kruskal-Wallis test regarding student distribution on the scale for role model encounter groups (P, P + N, N, None)