School of Education


Doctor of Education in Educational Leadership (EdD)


Rebecca Lunde


Neuromyths, Neuroscience, Curiosity, Self-efficacy, Learning Attainment, Teaching Experience, Brain, Learning


Education | Elementary Education


The advancements in brain research have led to misconceptions in education. These misconceptions, known as neuromyths, can have impacts on the education system. The problem is educators could potentially waste resources on instructional practices or professional development due to neuroscience misconceptions. The purpose of this quantitative correlation study was to determine if there was a relationship between elementary educators’ self-efficacy, curiosity, learning attainment, experience, and the number of neuromythic beliefs. The sample population (N = 67), collected through a convenience sample, included rural in-service elementary educators from one school district in Missouri. Participants took an online questionnaire that included the following instrumentation Generalized Self-efficacy scale, The Curiosity and Exploration Inventory-II, and the General Knowledge About the Brain Survey. Pearson’s r and Spearman’s rho correlation coefficients were used to determine if a relationship existed between the predictor and the criterion variables in four null hypotheses. After data analysis, the researcher failed to reject all four null hypotheses, meaning there was not sufficient evidence to conclude a relationship exists between the predictor and criterion variables. This study was significant in that it provided added information to researchers and the field of education concerning the relationship of elementary educators’ motivation to learn and background information regarding their beliefs in neuromyths. Future research should involve quantitative studies including a more diverse population of elementary educators.