Scientific narratives about academic time management

The purpose of this article is to critically analyze the dominant scientific narratives on the study of the effective use of time by students and to rekindle interest in this issue based on the most recent findings in socio-humanistic research. To this end, this study was designed based on a critical review of the literature from 1990 to 2020. The Wos of Science and Scopus databases were consulted. A total of 45 papers met the inclusion criteria.A literature review was carried out to gain more in-depth knowledge of the narratives and accounts provided by researchers regarding students’ academic time management. The keywords selected were extracted from ERIC and the search timeline comprised papers published between 1990 and 2020. The search databases selected were Web of Science (Wos) and Scopus. The search terms were combined based on the following expressions (time management AND race, time management AND minority groups; time management AND gender differences, time management AND ADHD, time management AND disabilities). Selection criteria (1) Extracted from relevant sources such as high impact and peer review journals. (2) Published in English or Spanish. (3) Including the search terms mentioned in the title, keywords or abstract. (4) Methodological pluralism (quantitative, qualitative or mixed methods). (5) Sample studied: students from primary, middle, high school and college.Selection of studies Following the timelines and search terms specified, 75 results were obtained from the databases. Twelve of these were eliminated as they appeared in both databases, while a further 18 were not considered suitable for the sample studied. Forty-five papers were selected in total.