Figure 1.
2005-2011 variations from the mean of the number of second year admittances for Forensic Science and Chemistry students (Study 1).
Sources: University of Lausanne (http://www.unil.ch/statistiques) and Swiss Federal Institute of Technology in Lausanne (http://ogif.epfl.ch/).
Figure 2.
Mediation by self-efficacy of the relationship between academic department (with versus without numerus clausus) and mastery goals (Study 1).
All values represent unstandardized coefficients. * p < .05, ** p < .01.
Figure 3.
Mediation by self-efficacy of the relationship between perceived numerus clausus policies and mastery goals (Study 2).
All values represent unstandardized coefficients. * p < .05, ** p < .01.
Figure 4.
Presentation of the test as not having numerus clausus (left panel; criterion-based evaluation) or as having it (right panel; norm-based selection; Study 3).
Figure 5.
Example of one of the eight graph problems (Study 3).
Figure 6.
Mediation by self-efficacy of the relationship between the numerus clausus conditions (absence versus presence) and learning (Study 3).
All values represent unstandardized coefficients. * p < .05, ** p < .01.