Misconceptions about Psychology among Students Who Perform Highly

Abstract

Two measures assessing “behavioral myths” and learning expectations were given to 54 students in three sections of introductory psychology. Comparison of pre- and posttest myth scores over the semester indicated that the course was ineffective in dispelling such myths. Moreover, of the 54 students who participated in the study those 13 students who performed well on the tests and ultimately got As in the course were no more likely to change their misconceptions than the 41 students who got lower grades. Additional findings showed that A students cannot be differentiated from others on the basis of grade expectation or other behavioral characteristics. The results were discussed in terms of Heider's 1958 theory of attribution.