Belief in psychological misconceptions, especially those regarding brain function and learning (i.e., neuromyths), hinders students' decision-making and learning. This necessitates conceptual change. Using an experimental design, this dissertation examined whether a utility value instructional induction (UVII) facilitated conceptual change. Participants (N = 61) were assessed on their neuromyth endorsements and then randomly assigned to a UVII or control condition, with the UVII condition participants primed to think about experiences with and benefits of acting according to a utility value before reading refutation texts. Finally, participants were again assessed on their neuromyth endorsements. Participants were also assessed on comprehension and motivational beliefs (i.e., expectancies for success, utility value, interest) throughout the study. Paper one reports that the UVII did not affect comprehension or conceptual change. However, type of neuromyth was associated with conceptual change. Also, students' accuracy and confidence judgements reflected poor metacognitive calibration. Paper two reports that, as utility value or interest increased, conceptual change increased. However, motivational beliefs did not moderate the effect of the UVII on conceptual change. Therefore, the UVII did not affect conceptual change. Also, according to prior research, other refutation-based interventions do not eliminate and only sometimes reduce psychological-misconception endorsement. Thus, paper three applies the theory of conceptual change, which has been primarily used for relatively socio-politically neutral topics such as physics, to five pernicious misconceptions pertinent to education. In doing so, these misconceptions are classified according to their form of prior incorrect knowledge to inform the selection of educational practices to refute these misconceptions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]