Scandinavian Journal of Educational Research· 2026Q1
Self-Management as time management: exploring the temporal dimensions in school wellbeing discourses
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- Q1SCImago
- 2026year
Short summary
Schools increasingly frame student wellbeing through self-management as time management, positioning students as 'temporal entrepreneurs' to optimize time for achievement and wellbeing.
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Key points
- School wellbeing discourses often equate self-management with time management.
- Students are increasingly positioned as 'temporal entrepreneurs' responsible for optimizing their time.
- This approach can reinforce temporal pressures rather than challenge institutional time structures.
- The paper advocates for inclusive temporal perspectives in wellbeing promotion.
AI-generated from the title and abstract; the full text is not read.
Abstract
This paper explores the role of temporal dimensions in shaping school-based wellbeing discourses, particularly emphasising self-management as a form of time regulation. It examines two prevalent discourses: achievement-driven temporal management and practices aimed at present-moment awareness. Through the notion of temporal regimes, we analyse how schools increasingly position students as “temporal entrepreneurs,” expecting them to actively control, manage, and optimise their use of time in response to intensified demands related to both achievement and wellbeing. The paper advocates for a more inclusive temporal perspective in wellbeing promotion, encouraging critical reflection on how implicit temporal norms influence educational experiences. Ultimately, we argue for educational practices that better accommodate diverse temporalities in place of inadvertently reinforcing existing temporal pressures, emphasising short-term strategies for coping rather than critically addressing or challenging institutional time structures.
The authors' abstract, as published at the source. Scandinavian Journal of Educational Research, 2026 · DOI ↗
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Field: Social Psychology
Social PsychologyPsychology