The Unholy Trinity
Connecting the Unconnected—Systems, Strategies, and Students
Bibliographic Data
| ID | 22044682 |
|---|---|
| Authors | Alexandra M Homayoonpoor (English Institute of Sport, corresponding author), Dave Collins (0000-0002-7601-0454, English Institute of Sport, corresponding author), Murray Craig (0000-0002-6641-8886, English Institute of Sport) |
| Year | 2025 |
| Volume | 15 |
| Issue | 10 |
| Pages | 1335 |
| Publication date | 2025-10-09 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci15101335 |
| OpenAlex | W4414981263 |
| Language | EN |
| References cited | 70 |
Educational reforms have increasingly shifted from teacher and content-centric approaches to prioritising the students’ needs, sometimes even extending this beyond academic success. Academic success is easily measured through standardised assessments; however, the ‘life skills’ that students require for more general success—such as self-regulation, goal-setting, and distraction control—are harder to quantify and therefore harder to implement and measure. Reflecting these challenges, this paper critiques some of the more popular frameworks which schools adopt in their aim to nurture successful students for the future. Drawing comparisons with high-performance domains such as sports, where psychological characteristics and potential are actively considered and nurtured in talent development, we highlight the limitations of current offerings in education. Through discussion, we advocate for a more research-grounded approach to learning, equipping schools with both systems and strategies for their students’ long-term life-related success
Academic achievement · Academic standards · Distraction · Graduate students · Higher education · Nature versus nurture · Education, Achievement, and Giftedness · Grit, Self-Efficacy, and Motivation · Higher Education Research Studies
Visible Learning for Teachers
Reinventing the Curriculum
Perspectives on socially shared cognition.
The Essential Peirce, Volume 2
Definition and model of life skills transfer
Good education in an age of measurement
Teacher and Teaching Effects on Students’ Attitudes and Behaviors
Academic Grit Scale
Social cognitive theory of self-regulation
The role of deliberate practice in the acquisition of expert performance.
Target Article
Development and Validation of the Short Grit Scale (Grit–S)
An integrated model of school students’ academic achievement and life satisfaction. Linking soft skills, extracurricular activities, self-regulated learning, motivation, and emotions
Structured Tinkering
Attitude-behavior relations
Self‐Esteem
Fostering student engagement with motivating teaching
We need to talk about well-being
Untangling the threads of school wellbeing
Pragmatism
What can be learned from growth mindset controversies
Investigating Self-Regulation and Motivation
True grit and genetics
Grit
The teacher's soul and the terrors of performativity
Theories of Learning and Teaching inTIP
The probable role of teaching machines in classroom practice
A Revision of Bloom's Taxonomy
How classroom teachers approach the teaching of thinking
| Citation velocity | historical |
|---|---|
| Highly cited | No |