Beliefs About Science as Heretical and Low Scientific Reasoning Predict Neuromyth Endorsement in Psychology Students

Neuromyths are widespread among psychology students and pose a significant barrier to accurate scientific understanding and evidence-based practice. This study examined whether negative beliefs about science, critical thinking, epistemic orientation, and scientific reasoning predict endorsement of neuromyths among undergraduate psychology students from three Honduran universities. A total of 571 students completed validated measures of scientific reasoning, neuromyth endorsement, perceptions of science, critical thinking disposition, and epistemic orientation. Descriptive analyses revealed notable gaps in methodological understanding and a high prevalence of neuromyths. Participants correctly answered an average of 4.69 out of 11 scientific reasoning items and endorsed an average of 7.70 out of 12 neuromyths. The base regression model, including demographic and academic variables, was statistically significant but explained limited variance in correct beliefs about the brain. When epistemic orientations, critical thinking, and perceptions of science were added, overall predictive power increased. Scientific reasoning was the strongest positive predictor of accurate knowledge, whereas the belief that science is heretical was a negative predictor of accuracy, indicating greater susceptibility to neuromyths. Academic performance, which was significant in the base model, became nonsignificant when cognitive and epistemic variables were included, suggesting that its relationship is accounted for by more proximal factors.