Neuromyths have been discussed to detrimentally affect educational practice, but the evidence for this assumption is still very scarce. We investigated whether 255 student‐teacher' beliefs in neuromyths are related to their academic achievement (overall grade point averages and first‐year practical courses). Believing or rejecting neuromyths that make no direct assumptions about learners' educability was not related to academic achievement. Believing in neuromyths that explicitly deny the educability of learners was only marginally related to academic achievement. We conclude that self‐reported beliefs in neuromyths do not differentiate between high‐ and low‐achieving initial teacher education students.

中文翻译：

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相信神经神话既不是坏学生也不是好老师：神经神话与教师教育学业成就之间的关系

已经讨论了神经神话对教育实践产生有害影响，但是这种假设的证据仍然非常匮乏。我们调查了255名教师对神经神话的信仰是否与他们的学业成绩（整体平均成绩和一年级实践课程）有关。相信或拒绝对学习者的可教育性没有直接假设的神经神话与学术成就无关。相信明确否认学习者的可教育性的神经神话与学习成绩只是微不足道的关系。我们得出的结论是，自我报告的对神经神话的信仰并不能区分初学者和高成就学生。