Fig. 2From: Can positive expectations help to improve the learning of risk literacy? A cluster-randomized study in undergraduate medical studentsStatistics anxiety (upper panel) and subjective relevance of the topic (i.e., learning statistics in medical studies; lower panel) were assessed at the beginning (Baseline) and the end of the seminar. No differences were observed between groups who received positive versus negative framing. For ANOVA results, see text. Data are shown as mean and SEMBack to article page