Self-management is used in 8 frameworks


The ability to successfully regulate one’s emotions, thoughts, and behaviors in different situations — effectively managing stress, controlling impulses, and motivating oneself. The ability to set and work toward personal and academic goals.

  • Impulse control
  • Stress management
  • Self-discipline
  • Self-motivation
  • Goal-setting
  • Organizational skills

Self-management, also referred to as “self-control” or “self-regulation,” is the ability to regulate one’s emotions, thoughts, and behaviors effectively in different situations. This includes managing stress, delaying gratification, motivating oneself, and setting and working toward personal and academic goals. Students with strong self-management skills arrive to class prepared, pay attention, follow directions, allow others to speak without interruption, and work independently with focus.

EU NESET Framework for Social and Emotional Education

Students are able to manage their thoughts, emotions and behaviour, manage stress, engage in positive talk, control impulses, and persevere in overcoming obstacles. They can set goals and monitor progress towards the achievement of personal and academic goals, persisting in the face of difficulties and overcoming adversity. They are able to engage in critical thinking, to solve problems effectively, and to make good and informed decisions. They express their positive and negative emotions appropriately in a wide range of situations and demonstrate mindful attention and focused awareness. They are actively engaged in social and academic tasks through their strengths and are able to use self-management and problem-solving skills in academic learning. More specifically, this content area includes the four sets of competencies below:

Emotional regulation, expression, and mindfulness:

  • Self-regulation, emotional expression and dealing with negative emotions (including anger management, stress management, dealing with negative thoughts);
  • Appreciation of one’s positive emotions, such as happiness and excitement;
  • Development of mindful attention and focused awareness (exercising mindfulness, sharpening awareness of self, others and environment through focused attention).

Goal setting, problem solving and decision making:

  • Goal setting and self-monitoring (establishing, planning and working towards achieving short- and longterm goals, including academic achievement);
  • Problem solving and decision making (analysing situations accurately, perceiving when a decision is needed and assessing factors that influence decisions, generating, implementing and evaluating positive and informed solutions to problems, taking necessary decisions).

Resilience skills:

  • Resilience to overcome difficulties and setbacks and keep thriving (determination, persistence, sense of purpose, self-control, hopefulness, positive self-talk).

Success oriented engagement and metacognitive skills:

  • Critical, creative and lateral thinking: thinking critically about learning and thinking, learning about learning and developing better thinking skills;
  • Success oriented engagement (particularly in relation to educational challenges: self-motivation, making use of one’s strengths, self-regulation, goal setting, persistence and problem solving).
Singapore Framework for 21CC and Student Outcomes

A person who manages himself effectively is able to manage his own emotions, exercise self-discipline and display strong goal-setting and organizational skills.

UNICEF MENA Life Skills and Citizenship Education - Conceptual and Programmatic Framework

A core life skill, highlighted first in its Individual Dimension towards personal empowerment, self-management, or both self-managing and being self-managed, is the individual ability to regulate and monitor one’s behaviours, emotions, feelings and impulses. Thus, it constitutes a broad category of related skills that includes self-control, self-efficacy and selfawareness, as well as positive attitude, reliability, self-presentation and is strongly linked with the core life skill of resilience. These have wide applicability in all domains of life, from personal relationships at home to peer-relationships at school, and have been identified as common employability skills applicable to a range of jobs (Blades et al., 2012).

Kenya TVET Values and Life Skills (VaLI) Framework

Students are able to take responsibility for one's own behavior and well-being at the work place in order to effectively undertake and manage assigned tasks. This includes effective time-management, stress management, self-protection and are part of emotional intelligence.

Pratham Life Skills Framework
  • regulating emotions
  • developing self esteem
  • self discipline
  • self motivation
  • goal setting
  • time management
  • self care
  • resilience