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DOI: 10.15507/1991-9468.030.202602.306-327

UDC 159:371.213.3

Psychology of Learning from the Perspective of School Teachers: Main Myths

Anastasia N. Sidneva
Cand.Sci. (Psychol.), Researcher, Federal Scientific Center for Psychological and Interdisciplinary Research (9, bld. 4 Mokhovaya St., Moscow 125009, Russian Federation), ORCID: https://orcid.org/0000-0002-9815-9049, Scopus ID: 57189853616, Researcher ID: E-6205-2012, SPIN-code: 3604-2378, This email address is being protected from spambots. You need JavaScript enabled to view it.

Svetlana S. Chelpanova
Master Student of the Institute for Cognitive Studies, Saint Petersburg State University (7, blg. 9 Universitetskaya Emb., St. Petersburg 199034, Russian Federation), ORCID: https://orcid.org/0009-0009-9376-7801, Researcher ID: OFN-9018-2025, SPIN-code: 3168-1389, This email address is being protected from spambots. You need JavaScript enabled to view it.

Aydar M. Kalimullin
Dr.Sci. (History), Professor, Director of the Institute of Psychology and Education, Kazan (Volga Region) Federal University (18 Kremlevskaya St., Kazan 420008, Russian Federation), Professor, Samarkand State University named аftеr Sharof Rashidov (15 Universitetskii Prospekt, Samarkand 140104, Republic of Uzbekistan), ORCID: https://orcid.org/0000-0001-7788-7728, Scopus ID: 56260775400, Researcher ID: N-1528-2013, SPIN-code: 1351-3934, This email address is being protected from spambots. You need JavaScript enabled to view it.

Sergei S. Goman
Director, Lyceum No. 23 (51 Wagner St., Kaliningrad, 236006, Russian Federation), ORCID: https://orcid.org/0009-0002-2945-2484, This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract
Introduction. Teachers’ beliefs regarding the psychological nature of learning, motivation, and interpersonal interactions play a key role in their teaching practice. These beliefs include many myths – false notions that contradict current scientific evidence. Existing research lacks data on which myths are prevalent among teachers and why, complicating the search for ways to enhance their psychological competence. The aim of this study was to identify and compare the prevalence of key educational myths among Russian school teachers.
Materials and Methods. A total of 414 teachers (94.2% women) from four Russian regions participated in the author’s online survey. The questionnaire was specifically designed for this study. It included a demographic section (gender, age, region, length of service, level of education, student category, and subjects taught) to analyze differences between groups, as well as three sets of statements/myths (myths about teaching and learning, myths about motivation and assessment, and myths about classroom interactions). For each statement, participants were asked to rate their level of agreement on a 6-point Likert scale.
Results. The most common myths among Russian teachers include the belief that a teacher’s primary task is to explain clearly and present information in an engaging manner, as well as the effectiveness of incorporating dominant learning styles. Primary school teachers and teachers in small towns significantly more often emphasize the clarity and engaging nature of presentation as key tasks, while teachers in large regional centers more frequently emphasize the importance of incorporating effective learning styles. Less common were myths related to motivation, assessment, and interpersonal interaction; however, even these revealed differences depending on length of service, region of residence, and student category.
Conclusion. The identified patterns of false beliefs among Russian school teachers are important for understanding the causes of students’ poor educational outcomes. They point to the need for targeted psychological education and provide guidance for modifying the content of modern teacher education.

Keywords: educational myths, teacher beliefs, teacher professional competence, evidence-based approach in education, cultural-historical approach, activity approach, psychological education

Conflict of interest: The authors declare no conflict of interest.

For citation: Sidneva A.N., Chelpanova S.S., Kalimullin A.M., Goman S.S. Psychology of Learning from the Perspective of School Teachers: Main Myths. Integration of Education. 2026;30(2):306–327. https://doi.org/10.15507/1991-9468.26302.306-327

Authors’ contribution:
A. N. Sidneva – formulation of research goals and aims; oversight and leadership responsibility for the research activity planning and execution; specifically writing the initial draft; specifically critical review.
S. S. Chelypanova – conducting a research and investigation process; application of formal techniques to analyse study data; specifically writing the initial draft.
A. M. Kalimullin – conducting a research and investigation process.
S. S. Goman – conducting a research and investigation process.

Availability of data and materials. The datasets used and/or analysed during the current study are available from the authors on reasonable request.

All authors have read and approved the final manuscript.

Submitted 07.09.2025;
revised 18.11.2025;
accepted 25.11.2025.

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