Youth, leisure and free time management: a training need in Melilla
DOI:
https://doi.org/10.7179/PSRI_2026.48.09Keywords:
Time management, youth, leisure, self-regulation, qualitative researchAbstract
Time management is an essential skill for everyone, especially young people, who often face the pressure of balancing studies, work, social life, and other responsibilities. However, formal education on how to effectively organize time is not always provided. While it is possible to learn independently, receiving guidance on how to better allocate time, distinguish between urgent and important tasks, and understand the fundamentals of the process can make a significant difference in terms of productivity and personal well-being.
Based on this premise, the present article aims to analyze the importance that young people from Melilla attribute to time management and to explore the significance they place on acquiring self-regulation skills. This study is based on qualitative research in which data was collected through interviews conducted with 97 participants, all of whom were young residents of the city of Melilla, aged between 18 and 35 years, selected incidentally. The results highlight the need for engaging in leisure activities during free time to achieve personal, physical, and psychological well-being, as well as learning how to manage, organize, and plan their time effectively to achieve goals and increase productivity. Finally, the findings emphasize the relevance and usefulness of teaching time management, both formally and informally.
Downloads
References
Agans, J. P., Geldhof, G. J., Bowers, E. P. y Lerner, R. M. (2019). Positive youth de-velopment through structured leisure activities: Examining the impact on self-esteem and life satisfaction. Journal of Youth Development, 14(1), 45-63. https://doi.org/10.5195/jyd.2019.763
Álvarez, J. S. y Hernández, M. Á. (2022). El desarrollo de las capacidades desde el ocio familiar. Revista Electrónica Interuniversitaria de Formación del Profesorado, 25(1), 35–48. https://doi.org/10.6018/reifop.502551
Araujo, E. (2020). Tiempo, sociedad y culturas: una aproximación teórica y metodológica. En J. A. Caride, M. B. Caballo y R. Gradaílle (Coords.), Tiempos, educación y ocio en una sociedad de redes (pp. 15-30). Octaedro.
Barriga, M.J., Hossein-Mohand, H., Galán-Casado, D. A. y De-Juanas, Á. (2024). Intervención en la autogestión del tiempo con colectivos vulnerables. En Á. De-Juanas, F. J. García-Castilla, H. Hossein-Mohand y H. Hossein-Mohand (Coord.), Juventud y autorregulación del tiempo: Intervención socioeducativa para el bienestar integral (pp. 109-120). Dykinson.
Caballo, M. B., Gradaílle, R. y Formoso, M. (2024). El ocio de la adolescencia: la compleja gestión y armonización de sus tiempos. Cauriensia: revista anual de Ciencias Eclesiásticas, 19, 1191-1214. https://doi.org/10.17398/2340-4256.19.1191
Caballo, M. B., Varela, L. y Nájera, E. M. (2017). El ocio de los jóvenes en España. Una aproximación a sus prácticas y barreras. Revista OBETS, 12(3), 43–64. https://doi.org/10.14198/OBETS2017.12.1.11
Campos, M. (2023). Administración pública en el metaverso: notas para el debate del futuro. Colección, 34(1), 17–32. https://doi.org/10.46553/colec.34.1.2023.p17-32
Caride, J. A. (2020). Educar y educarnos a tiempo, pedagógica y socialmente. Revista Española de Pedagogía, 78(277), 395-413. https://doi.org/10.22550/REP78-3-2020-03
De-Juanas, Á., García-Castilla, F. J., Hossein-Mohand, H. y Hossein-Mohand, H. (Coord.). (2024). Informe de investigación. Melilla, ciudad social. Resultados de los proyectos sobre la gestión autorregulada del tiempo en jóvenes. Evaluación de hábitos, necesidades, bienestar psicológico y actividades de ocio, cultura y deporte. UNED
De-Juanas Oliva, Á., García-Castilla, F. J. y Ponce de León, A. (2020). El tiempo de los jóvenes en dificultad social: utilización, gestión y acciones socioeducativas. Revista Española de Pedagogía, 78(277), 477-495. https://doi.org/10.22550/REP78-3-2020-05
Díaz-Esterri, J., De-Juanas, Á. y Goig-Martínez, R. M. (2022). Psychological well-being and resilience in youth at risk: a sistematic review. Visual Review. International Visual Culture Review, 12(5), 1–13. https://doi.org/10.37467/revvisual.v9.3777
Fleiss, J. L. (1981). Statistical methods for rates and proportions. John Wiley and Sons.
Formoso, M., Moraleda, D. y Esparis, J. (2023). Los tiempos de ocio desde la perspectiva de la infancia. Aportes de Una investigación-acción. Pedagogía Social. Revista Interuniversitaria, 43, 75–89. https://doi.org/10.7179/PSRI_2023.43.0
Forouzan, F., Teimouri, H. y Safari, A. (2020). Leisure time management in the workplace: Providing a model. Human Systems Management, 39(3), 399-412. https://doi.org/10.3233/HSM-200883
Garcés-Delgado, M., Santana-Vega, L. E. y Feliciano-García, L. (2020). Proyectos de vida en adolescentes en riesgo de exclusión social. Revista de Investigación Educativa, 38(1), 149-165. http://dx.doi.org/10.6018/rie.332231
García-Pérez, M., Mampaso, J., Ortega, M. C. y Gil, C. (2024). El ocio saludable: revisión sistemática de programas y propuestas educativas. En Á. De-Juanas Oliva, F. J. García-Castilla, H. Hossein-Mohand y H. Hossein-Mohand (Coord.), Juventud y autorregulación del tiempo: Intervención socioeducativa para el bienestar integral (pp. 121-136). Dykinson.
Hernández, M. A., Álvarez, J. S. y Valero, M. (2023). Adolescent leisure typologies according to school, family, and peer group context. Espiral. Cuadernos del Profesorado, 16(33), 41-53. https://doi.org/10.25115/ecp.v16i33.9239
Jansen, H. (2013). La lógica de la investigación por encuesta cualitativa y su posición en el campo de los métodos de investigación social. Paradigmas, 5, 39-72.
Larson, R. y Verma, S. (2021). A cross-national perspective on youth leisure and well-being. International Journal of Youth Research, 18(2), 73-89. https://doi.org/10.1007/s12345-021-00890-5
Lazcano, I., Muñoz, J. y Pérez, F. (2020). The role of public policies in leisure educa-tion: A global perspective. International Journal of Educational Research, 104, 101643. https://doi.org/10.1016/j.ijer.2020.101643
Lee, P.F., Lu, F.J.H., Gill, D.L., Chiu, Y., Kuo, Y. y Ho, C.C. (2023). The relationship between sufficient leisure time physical activity and happiness: An age stratification perspective. Curr Psychol 42, 17198–17205. https://doi.org/10.1007/s12144-022-02946-x
Lorenzo-Sánchez, O., Sánchez-Gómez, M.C., Martín-Cilleros, M. V., Martín-Sevillano, R., Cabanillas-García, J.L. y Verdugo-Castro, S. (2022). Perception about leisure and free time and how it has affected university students. New Trends in Qualitative Research, 12, e625. https://doi.org/10.36367/ntqr.12.2022.e625
Mokoena, P. y Dlamini, T. (2022). Social inclusion through youth leisure programs in South Africa. Journal of Community Development, 39(4), 215-232. https://doi.org/10.1080/01234567.2022.1679023
Novoa-López, J. A., De-Juanas, Á., Hossein-Mohand, H. y Moya-Díaz, I. (2024). Ocio deportivo e intervención socioeducativa en la juventud. En Á. De-Juanas Oliva, F. J. García-Castilla, H. Hossein-Mohand y H. Hossein-Mohand (Coord.), Juventud y autorregulación del tiempo: Intervención socioeducativa para el bienestar integral (pp. 213-227). Dykinson. https://doi.org/10.14679/3069
Peters, R. y Smith, L. (2019). Youth engagement in leisure activities: An Australian perspective. Leisure Studies, 38(1), 92-108. https://doi.org/10.1080/02614367.2019.1578853
Roberts, K. (2019). Youth leisure and social inequalities: A UK perspective. Leisure Studies, 37(4), 471-486. https://doi.org/10.1080/02614367.2019.1618043
Rodríguez-Bravo, M. A., Pérez, L. F. y Sánchez, D. R. (2021). Social exclusion and youth leisure: The impact of economic inequalities on participation. Leisure Studies, 40(2), 275-291. https://doi.org/10.1080/02614367.2021.1872015
Rodrigo, M. P. y Cano, V. A. (2022). Inclusión de máximos para una ciudadanía activa. El ocio saludable como elemento imprescindible para el incremento del capital social. En A. Madariaga Orguzar y Mª P. Rodrigo Moriche (coord.), Ocio saludable y construcción de ciudadanía (pp. 109-125). Thomson Reuters Aranzadi.
Sáenz de Jubera, M., Medrano, C. y Martínez, J. M. (2024). Factores personales y familiares vinculados al ocio ambiental y cultural intergeneracional. European Public & Social Innovation Review, 9, 1-20. https://doi.org/10.31637/epsir-2024-496
Sanz, E., Valdemoros, Á., Duque, C. y García-Castilla, F.J. (2019). Ocio cultural juvenil, indicador subjetivo de desarrollo humano. Cauriensia. Revista Anual De Ciencias Eclesiásticas, 14, 491-511. https://doi.org/10.17398/2340-4256.14.491
Strauss, A. y Corbin, J. (2003). Bases de la investigación cualitativa: técnicas y procedimientos para desarrollar la teoría fundamentada. Universidad de Antioquia.
Urra, M., García-Castilla, F. J., Horcajo, A., Goig, R. M. y Hossein-Mohand, H. (2024). Participación en actividades de ocio valioso y su impacto positivo en el bienestar emocional en la juventud. Cauriensia. Revista Anual De Ciencias Eclesiásticas, 19, 1387–1412. https://doi.org/10.17398/2340-4256.19.1387
Young, A. N. (2023). What then is time?: A case sample of teaching time and engaging temporal reflexivity using a reflective time journal activity. Time & Society, 32(3), 259-271. https://doi.org/10.1177/0961463X231176429
Zawierucha, K. (2020). The development of the modern world in the aspect of new technologies. Zeszyty Naukowe. Organizacja i Zarządzanie/Politechnika Śląska, (145), 661-673. http://dx.doi.org/10.29119/1641-3466.2020.145.49
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright and right to archive
The published version of the articles can be self-archived by their authors in open access institutional and thematic repositories. However, Pedagogía Social. Revista Interuniversitaria must authorize partial or global reutilisation on new papers or publications.
Published papers must be cited including the title of the journal Pedagogía Social. Revista Interuniversitaria, issue, pages and year of publication
Ethical responsibilities
Pedagogía Social. Revista Interuniversitaria does not accept any material that has been previously published in other documents or publications. Authors are responsible for obtaining the required permissions for partial or global reproduction any material from other publications, and to correctly quote its origin.
Pedagogía Social. Revista Interuniversitaria is obliged to detect and report fraudulent practices.
Only those who have intellectually contribute to the development of the paper must appear as authors.
The journal expects authors to declare any commercial partnership that might entail a conflict of interest with respect to the submitted article.
Authors must mention in the article, preferably in the “methodology” section, that the procedures used during the samplings and controls have been made after getting informed consent.
The journal will not use any received contribution in a way other than the goals described in these guidelines.
Copyright Notice
© Pedagogía Social. Revista Interuniversitaria. Papers published in both the printed and online versions of this Journal are property of Pedagogia Social. Revista Interuniversitaria, being required to cite the source in any partial or total reproduction.
Unless otherwise stated, all content of this electronic journal is distributed under "Creative Commons Attribution-Non commercial 3.0 Spain" (CC-by-nc) license for use and distribution. The informative version and the legal text of this license is available here. This has to be expressly stated in this way when necessary.
