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Believing in Neuromyths Makes Neither a Bad Nor Good Student‐Teacher: The Relationship between Neuromyths and Academic Achievement in Teacher Education
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What this work says
Outgoing claims: the papers this work cites, builds on, or argues with.
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Meta-Analyzing the Relation between Grades and Salary
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Social representations of educability in Finland: 20 years of continuity and change
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The Need for Interdisciplinary Dialogue in Developing Ethical Approaches to Neuroeducational Research
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TESAT – Ein neues Verfahren zur Eignungsfeststellung und Bewerberauswahl für das Lehramtsstudium
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Neuromythen sind zu Beginn des Lehramtsstudiums prävalent und unabhängig vom Wissen über das menschliche Gehirn
inferredcites →https://doi.org/10.1016/j.intell.2006.09.004openalex-snapshot
Intelligence and socioeconomic success: A meta-analytic review of longitudinal research
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Realistic job expectations predict academic achievement
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Meta-analyzing the relationship between grades and job performance.
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Academic Performance, Career Potential, Creativity, and Job Performance: Can One Construct Predict Them All?
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Bayesian estimation supersedes the t test.
inferredcites →https://doi.org/10.1037/rev0000043openalex-snapshot
Psychology, not educational neuroscience, is the way forward for improving educational outcomes for all children: Reply to Gabrieli (2016) and Howard-Jones et al. (2016).
inferredcites →https://doi.org/10.1038/nrn3817openalex-snapshot
Neuroscience and education: myths and messages
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Visible learning: a synthesis of over 800 meta‐analyses relating to achievement
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Using students’ feedback for teacher education: measurement invariance across pre-service teacher-rated and student-rated aspects of quality of teaching
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Teacher Effects and Teacher-Related Policies
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Can You Recognize an Effective Teacher When You Recruit One?
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An Introduction to Bayesian Hypothesis Testing for Management Research
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GPA in Research Studies: An Invaluable but Neglected Opportunity
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Predicting Teacher Performance With Test Scores and Grade Point Average: A Meta-Analysis
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BayesFactor: Computation of Bayes Factors for Common Designs
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Evidence-Based Higher Education – Is the Learning Styles ‘Myth’ Important?
inferredcites →https://doi.org/10.3389/fpsyg.2017.01314openalex-snapshot
Dispelling the Myth: Training in Education or Neuroscience Decreases but Does Not Eliminate Beliefs in Neuromyths
inferredcites →https://doi.org/10.3389/fpsyg.2017.01717openalex-snapshot
Keep Up the Good Work! Age-Moderated Mediation Model on Intention to Retire
inferredcites →https://doi.org/10.3389/fpsyg.2018.00069openalex-snapshot
Reduced Self-Control after 3 Months of Imprisonment; A Pilot Study
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On the Irrelevance of Neuromyths to Teacher Effectiveness: Comparing Neuro-Literacy Levels Amongst Award-Winning and Non-award Winning Teachers
inferredcites →https://doi.org/10.3389/fpsyg.2020.00164openalex-snapshot
Providing Instruction Based on Students’ Learning Style Preferences Does Not Improve Learning
What points at this work
Incoming claims: where this work appears in other papers’ reference lists and arguments.
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Matching learning style to instructional format penalizes learning
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Comment passer de la diffusion des neuromythes à l’adoption de pratiques fondées sur des données probantes en éducation ?
inferred← citeshttps://doi.org/10.1016/j.tine.2023.100218openalex-snapshot
Neuromyths about neurodevelopmental disorders in Chilean teachers
inferred← citeshttps://doi.org/10.1016/j.tine.2024.100221openalex-snapshot
Educational neuromyths and instructional practices: The case of inclusive education teachers in Hong Kong
inferred← citeshttps://doi.org/10.1016/j.tine.2024.100228openalex-snapshot
Neuroscience literacy and evidence-based practices in pre-service teachers: A pilot study
inferred← citeshttps://doi.org/10.1016/j.tine.2025.100247openalex-snapshot
Early childhood educators’ use of neuroscience: Knowledge, attitudes, self-efficacy and professional learning
inferred← citeshttps://doi.org/10.1016/j.tine.2025.100249openalex-snapshot
In-service teachers’ neuroscience literacy in Hungary: A large-scale cross-sectional study
inferred← citeshttps://doi.org/10.1016/j.tine.2025.100255openalex-snapshot
Large language models outperform humans in identifying neuromyths but show sycophantic behavior in applied contexts
inferred← citeshttps://doi.org/10.1016/j.tine.2025.100260openalex-snapshot
Pre-service teachers’ misconceptions about brain and mind–prevalence and predictors
inferred← citeshttps://doi.org/10.1016/j.tine.2025.100273openalex-snapshot
Prevalence of educational myths among Ecuadorian teachers
inferred← citeshttps://doi.org/10.1037/edu0000792openalex-snapshot
Preservice teachers’ epistemic and achievement emotions when confronted with common misconceptions about education.
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Do Reading Goals Make a Difference for Refutation Text Effectiveness?
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Prevalence of neuromyths among in-service preschool and primary school Romanian teachers
inferred← citeshttps://doi.org/10.1111/mbe.12294openalex-snapshot
Measuring Educational Neuromyths: Lessons for Future Research
inferred← citeshttps://doi.org/10.1111/mbe.12414openalex-snapshot
Dispelling Educational Neuromyths: A Review of In‐Service Teacher Professional Development Interventions
inferred← citeshttps://doi.org/10.1111/mbe.12426openalex-snapshot
Need for Cognition, Neuromyths, and Knowledge about the Brain in Aspiring Teachers
inferred← citeshttps://doi.org/10.1177/14757257221146649openalex-snapshot
Pre-Service Teachers’ Beliefs About Neuroscience and Education—Do Freshmen and Advanced Students Differ in Their Ability to Identify Myths?
inferred← citeshttps://doi.org/10.1177/14757257241261351openalex-snapshot
Overcoming the Myths: Interactive Learning Environments as Myth Busters in Teaching and Learning
inferred← citeshttps://doi.org/10.1177/27546330251413328openalex-snapshot
What do educators know about dyscalculia in the UK, Italy, Vietnam and South Africa?
inferred← citeshttps://doi.org/10.12677/ces.2023.114105openalex-snapshot
Brain Science Literacy for Teachers: Physiological Processes Affecting the Brain and Learning
inferred← citeshttps://doi.org/10.14221/ajte.2022v47n10.2openalex-snapshot
Brain-based Learning: Beliefs and Practice in one Australian Primary School Implementing a Neuroscience Pedagogical Framework
inferred← citeshttps://doi.org/10.21240/zfhe/20-1/05openalex-snapshot
Optimizing the Learning Process in Higher Education: The Six Pillars of Learning
inferred← citeshttps://doi.org/10.2139/ssrn.5255958openalex-snapshot
Prevalence of Educational Myths Amongst Ecuadorian Teachers
inferred← citeshttps://doi.org/10.21449/ijate.1566093openalex-snapshot
Construction and validation of a multilingual diagnostic instrument for neuromyths and their origins
inferred← citeshttps://doi.org/10.31234/osf.io/jycseopenalex-snapshot
Educational Neuromyths and Instructional Practices:The Case of Inclusive Education Teachers in Hong Kong
inferred← citeshttps://doi.org/10.33225/pec/24.82.473openalex-snapshot
TRENDS AND PERSPECTIVES IN EDUCATIONAL NEUROSCIENCE STUDIES
inferred← citeshttps://doi.org/10.3389/feduc.2021.665752openalex-snapshot
Review on the Prevalence and Persistence of Neuromyths in Education – Where We Stand and What Is Still Needed
inferred← citeshttps://doi.org/10.3389/feduc.2022.976556openalex-snapshot
Teachers trust educational science - Especially if it confirms their beliefs
inferred← citeshttps://doi.org/10.3389/feduc.2022.976791openalex-snapshot
Not useful to inform teaching practice? Student teachers hold skeptical beliefs about evidence from education science
inferred← citeshttps://doi.org/10.3389/fpsyg.2021.719692openalex-snapshot
Interventions to Dispel Neuromyths in Educational Settings—A Review
inferred← citeshttps://doi.org/10.3389/fpsyg.2022.823832openalex-snapshot
The Teaching Brain: Beyond the Science of Teaching and Educational Neuroscience
inferred← citeshttps://doi.org/10.3389/fpsyg.2023.1139911openalex-snapshot
Prevalence of neuromyths among psychology students: small differences to pre-service teachers
inferred← citeshttps://doi.org/10.3389/fpsyg.2024.1407518openalex-snapshot
Why educators endorse a neuromyth: relationships among educational priorities, beliefs about learning styles, and instructional decisions
inferred← citeshttps://doi.org/10.3390/brainsci12070811openalex-snapshot
Effect of a Science of Learning Course on Beliefs in Neuromyths and Neuroscience Literacy
inferred← citeshttps://doi.org/10.3390/ejihpe14070127openalex-snapshot
False Beliefs about Mathematics in Spanish Pre-Service Teachers and Relations with Math Anxiety
inferred← citeshttps://doi.org/10.3390/jintelligence11020031openalex-snapshot
The Prevalence of Educational Neuromyths among Hungarian Pre-Service Teachers
inferred← citeshttps://doi.org/10.3390/jintelligence12100098openalex-snapshot
The Effect of Correcting Neuromyths on Students’ and Teachers’ Later Reasoning
inferred← citeshttps://doi.org/10.47197/retos.v42i0.88204openalex-snapshot
Prevalencia de neuromitos en estudiantes de Pedagogía en Educación Física de Chile (Prevalence of neuromyths in students of Physical Education Pedagogy of Chile)
inferred← citeshttps://doi.org/10.54026/crpbs/1063openalex-snapshot
True or False? The Effect of Neuromyths on Education in Israel
inferred← citeshttps://doi.org/10.56383/zevv4282openalex-snapshot
Brain development and maturation in the context of learning
inferred← citeshttps://doi.org/10.5688/ajpe8751openalex-snapshot
Evaluating Pharmacy Faculty’s Awareness of Teaching and Learning Myths and Misconceptions
inferred← citeshttps://doi.org/10.61882/shefa.13.4.74openalex-snapshot
Compiling an Educational Neuroscience Training Program for Pre-Service and In-Service Teachers
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