What Students Get Wrong About Learning—And How to Fix It

Learning is plagued by a surprising array of misconceptions. Some have roots in myths and traditions. Others grow out of common sayings that fail to capture the true nature of learning. Still others are reinforced by practices and exhortations we adopt to create shortcuts and make learning challenges easier to manage.  

Of course, students come to us with many of these misconceptions embedded in their assumptions, beliefs, and behaviors. Yet, what students think about learning can drive how they engage and influence their aspirations, effort, and persistence. Let’s examine seven of the most common misconceptions about learning, how they can get in the way of student success, and how we can counter them in our work with students.  

Misconception #1: Learning is taking in information. Obviously, learning involves becoming aware of and understanding information. However, being able to repeat or recite information is, at best, a first step in the learning process. Learning happens as students organize, connect, apply, and use what they are learning to gain new insights and generate new ideas.   

Counter conception: Learning is not what enters the brain. Learning is what you do with information once in the brain to understand, apply, and create.  

Misconception #2: Intelligence is more important than effort. Clearly, intelligence plays a role in learning. However, “being smart” is of little value if it is not supported by discipline, persistence, and application. On the other hand, consistently applied effort, good strategies, and focus can lead to more learning success than intelligence alone. In fact, research shows that people who develop and practice good work and learning habits are more successful in life than people who rely on natural intelligence.  

Counter conception: Good learners choose good strategies and give consistent, focused effort regardless of their natural talent.  

Misconception #3: Fast learning is good learning. Adults often inadvertently reinforce this misconception. We sometimes describe students who find learning easy as being smart. In fact, students who find learning easy are often good at memorizing, but they may not be able to recall much of what they learn. The saying “easy come, easy go,” applies here. Meanwhile, when students must struggle to grasp a concept or develop a skill, they are more likely to retain what they have learned. The brain connects effort to importance. Putting in significant effort can make what is learned easier to recall.   

Counter conception: Having to focus, practice, and invest in learning can make it stick longer than learning that comes easily.  

Misconception #4: Practice makes perfect. In the words of legendary football coach Vince Lombardi, “Practice does not make perfect. Perfect practice makes perfect.” What is practiced becomes stronger and more deeply embedded in memory, including mistakes. Practice that improves performance includes attention to detail and technique, feedback, and successive adjustments.  

Counter conception: Deliberate, purposeful practice supported by feedback and adjustment supports progress toward perfection.   

Misconception #5: Forgetting is evidence of poor learning. Forgetting is a natural process the brain uses to let go of what it assumes is not important. If something is learned, but not practiced or used frequently, the brain lets it go in favor of what is used more often. If students want to remember something, they need to retrieve it or use it to keep it fresh. Interestingly, every time information and skills are retrieved, they embed themselves more deeply in memory and become easier to recall in the future.  

Counter conception: Forgetting is natural, but we remember what we revisit and refresh. The more we retrieve and use information, the longer we will retain it.  

Misconception #6: Tests signal the end of learning. This misconception makes sense when students see the purpose of learning as preparing for a test. When the test is finished, what was learned no longer seems to have a purpose. Consequently, they often quickly forget what they have learned. On the other hand, when students learn to gain knowledge, influence, capability, and life options, retaining what they learn remains a priority. We can help students remember what they have learned by engaging them in frequent review and retrieval practice, and by designing activities that require students to use prior learning to accomplish new tasks and understand new concepts.  

Counter conception: Assessments are measures of progress and mastery. However, the purpose and value of learning reside in what is retained and can be used long after the test is over. 

Misconception #7: If I cannot learn it today, I cannot learn it. Students often believe that if they try something and are not successful, it is evidence that they cannot be successful. Yet most complex, challenging skills are developed over time. Not achieving immediate success means more work is needed, not that success isn’t possible.  

Counter conception: By learning from mistakes, focusing on progress, and using feedback, what seems impossible today can be within reach tomorrow. “Not yet” does not mean “not possible.”  

Misconceptions about how learning happens and what makes learning remain accessible are common, but they are not inevitable. Taking time to help students dispel assumptions and adjust their beliefs about learning can reap rich rewards while students are with us and can help to prepare them for a life of learning success.