Neuroscience Literacy and Academic Outcomes: Insights from a University Student Population.

Background/Objectives: There is growing interest in neuroscience-informed education, as well as neuroscience-derived strategies that maximise learning. Studies on neuroscience literacy and neuromyths, i.e., understandings or misconceptions about the brain, have primarily focused on their prevalence in educators, and few studies have examined their impact on students' study habits or academic performance. Methods: To address this gap, we surveyed 576 university students in different academic programmes to investigate the relationship between neuromyths and academic outcomes in university students. In this quantitative, cross-sectional study design, we used a validated neuroscience knowledge survey and the Revised Two-factor Study Process (R-SPQ-2F) Questionnaire. We also inquired about students' interest in, exposure to, and awareness of neuroscience, as well as their academic grades. Results: Students showed significant awareness of and interest in neuroscience; this was highest among students in health science programmes and lowest among students in computer and engineering programmes. The most common sources of general neuroscience knowledge were internet articles. Higher neuroscience literacy was associated with higher interest in neuroscience and having taken more neuroscience courses. Neuromyth scores were also better among those with higher neuroscience literacy scores. Higher neuroscience literacy scores were significantly associated with higher grades, higher surface strategy scores, and lower surface motive study habits. Conclusions: Our study sheds light on the variations in foundational neuroscience literacy among students in different academic programmes. It also provides insight into how this foundation affects academic performance and study habits. This insight may help guide educational policymakers to adopt neuroscience-based strategies that may be beneficial for learning.