Self-esteem Changes of Third Culture Kids When Havruta Discussion Reading Therapy Classes Were Applied

jong-sik ko

doi:10.56893/ajhes2024v03i01.08

Submitted

April 5, 2024

Accepted

May 24, 2024

Published

July 2, 2024

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Abstract

Background: Cultural attachments among third culture kids (TCKs) are indefinite because of frequent encounters with different cultural environments. This study was concerned with the changes in the self-esteem of TCKs when havruta discussion reading therapy classes were conducted.

Methods: This study used an experimental design. Two international schools in the Philippines were selected, and 26 students aged 13–18 years were randomly assigned to the experimental and control groups. A scale reconstructed by Ga Yeon (1993) was used to measure the respondents’ self-esteem.

Results: The results indicated that the havruta program positively impacted TCKs’ self-esteem, especially at the overall and social levels. Both groups showed no significant differences in overall social, family, and school self-esteem rankings.

Conclusion: The findings of this study have implications for education, stakeholders, and future researchers seeking to address the needs of TCKs.

Keywords

Havruta reading therapy self-esteem third culture kid Philippines

Author Biography

Jong-sik Ko , National University of Tainan, Taiwan

Jong-sik Ko is currently serving as a senior pastor in Dunnae, Gangwon-do, Korea. He holds a PhD in education from the National University of Tainan, Taiwan. Additionally, he is qualified as an MBTI (Myers-Briggs Type Indicator) general instructor, family violence counselor, sexual violence counselor, smoking cessation instructor, social worker level 2, psychological counseling level 2, and PREARE-ENRICH-CV couple relationship test. His research interests include third-culture kids, Havruta learning, self-esteem changes, cross-cultural reading therapy, and reflective thinking.

How to Cite

ko, jong- sik. (2024). Self-esteem Changes of Third Culture Kids When Havruta Discussion Reading Therapy Classes Were Applied. Pan-African Journal of Health and Environmental Science, 3(1), 93–107. https://doi.org/10.56893/ajhes2024v03i01.08

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References

Álvarez-Herrero, J.-F. (2022). Therapeutic and learning benefits of reading during COVID-19 among Spanish secondary students: In A. Cortijo Ocaña, V. Martines, & V. Orazi (Eds.), Advances in Psychology, Mental Health, and Behavioral Studies (pp. 198–212). IGI Global.
Arsandaux, J., Boujut, E., Salamon, R., Tzourio, C., & Galéra, C. (2023). Self-esteem in male and female college students: Does childhood/adolescence background matter more than young-adulthood conditions? Personality and Individual Differences, 206, 112117. https://doi.org/10.1016/j.paid.2023.112117
Bergqvist, P., & Punzi, E. (2020). “Living poets society” – a qualitative study of how Swedish psychologists incorporate reading and writing in clinical work. Journal of Poetry Therapy, 33(3), 152–163. https://doi.org/10.1080/08893675.2020.1776963
Branden, N. (2021). The power of self-esteem. Health Communications, Inc.
Chazan, B. (2022). Principles and pedagogies in Jewish education. Springer Nature.
Cohen, A. (2020). Hospitality, ethics of care and the traditionist feminism of Beit Midrash Arevot: An experiential essay. Approaching Religion, 10(2), 92–109. https://doi.org
/10.30664/ar.94926
De Waal, M. F., & Born, M. Ph. (2021). Where I’m from? Third culture kids about their cultural identity shifts and belonging. International Journal of Intercultural Relations, 83, 67–83. https://doi.org/10.1016/j.ijintrel.2021.04.004
Doi, S., Isumi, A., & Fujiwara, T. (2020). The association between parental involvement behavior and self-esteem among adolescents living in poverty: Results from the K-CHILD Study. International Journal of Environmental Research and Public Health, 17(17), 6277. https://doi.org/10.3390/ijerph17176277
Ernvik, U. (2019). Third culture kids: A gift to care for. Familjeglädje.
Ga Yeon, J. (1993) Research: A study on the development of the self-esteem inventory. Human Ecology Research, 13(2).
Hashimoto, T. (2012). Slow reading method. Chosun Books.
Hewitt, J. P. (2020). The social construction of self-esteem. In C. R. Snyder, S. J. Lopez, L. M. Edwards, & S. C. Marques (Eds.), The Oxford handbook of positive psychology (3rd ed.), (309–381). Oxford University Press.
Hoque, M. E. (2016). Three domains of learning: Cognitive, affective and psychomotor. The Journal of EFL Education and Research, 2(2), 45–52.
Jeon, Ji-Kyung, Rhee, Kyung-Ah, & Seo, In-Doug. (2016). The effects of family strength on the ethnical identity of third culture adolescents- focusing on the medication effects of self-esteem. Journal of Digital Convergence, 14(8), 93–104. https://doi.org/10.14400/JDC.2016.14.8.93
Jeong, S. (2017). The meaning of learning for existence implied in the Jewish talmud havruta [Unpublished master’s thesis]. Ajou University.
Kim, B. (2016). Understanding and prerequisites of Jewish havruta learning. Faith & Scholarship, 21(1), 81–115.
Kim, Y. (2012). A psychodynamic inquiry into the self-esteem of a middle-aged man via bibliotherapy. Journal of Korean Library and Information Science Society, 43(4), 201–224. https://koreascience.kr/article/JAKO201214652519610.page
Ladon, J. S. (2021). Face to Interface: Instructional Strategies of an Online Talmud Class. Journal of Jewish Education, 87(4), 365–393. https://doi.org/10.1080/15244113.2021.1977099
Ladson-Billings, G. (2021). Culturally relevant pedagogy: Asking a different question. Teachers College Press.
Lee, S. (2017). The relationship between pre-service teachers' empathy ability, intercultural sensitivity, multicultural acceptance and multicultural efficacy. Teacher Education, 33(2), 263–281.
Lim, K. M., & Ahn, H. (2017). Effect of children’s mathematical problem solving ability and their self-esteem through havruta method using math storybooks. Family and Environment Research, 55(2), 193–204. https://doi.org/10.6115/fer.2017.015
Malyn, B. O., Thomas, Z., & Ramsey‐Wade, C. E. (2020). Reading and writing for well‐being: A qualitative exploration of the therapeutic experience of older adult participants in a bibliotherapy and creative writing group. Counselling and Psychotherapy Research, 20(4), 715–724. https://doi.org/10.1002/capr.12304
Menachem, T-B. E., & Ilana, E-L. (2022). How relevant is it? Public Elementary School Teachers Encounter Ancient Jewish Texts. L1-Educational Studies in Language and Literature, 22, 1–22. https://doi.org/10.21248/l1esll.2022.22.1.375
Menachem, T-B. E., & Livnat, Z. (2021). Bits of Gold: Women’s Metaphors to Describe Havruta Study. Journal of Jewish Education, 87(3), 208–225. https://doi.org/10.1080/15244113.2021.1951146
Menachem, T-B., E., & Holzer, E. (2023). Learning to Learn with a Havruta: Pragmatic and Ethical Facets. Journal of Jewish Education, 89(4), 379–397. https://doi.org/10.1080/15244113.2023.2239384
Mosanya, M., & Kwiatkowska, A. (2021). Complex but integrated: Exploring social and cultural identities of women third culture kids (TCK) and factors predicting life satisfaction. International Journal of Intercultural Relations, 84, 65–78. https://doi.org/10.1016/j.ijintrel.2021.07.001
Munn, S. K., & Ryan, T. G. (2016). An examination of mental health promotion within international schools and current reform practices that can benefit third culture kids. International Journal of Educational Reform, 25(2), 170–191. https://doi.org/10.1177/105678791602500204
Munna, A. S., & Kalam, M. A. (2021). Teaching and learning process to enhance teaching effectiveness: Literature review. International Journal of Humanities and Innovation, 4(1), 1–4. https://doi.org/10.33750/ijhi.v4i1.102
Ornstein, A. C., & Hunkins, F. P. (2018). Curriculum: Foundations, principles, and issues (7th ed.). Pearson.
Orth, U., & Robins, R. W. (2022). Is high self-esteem beneficial? Revisiting a classic question. American Psychologist, 77(1), 5–17. https://doi.org/10.1037/amp0000922
Pacheco, E. M. (2020). Culture learning theory and globalization: Reconceptualizing culture shock for modern cross-cultural sojourners. New Ideas in Psychology, 58. https://doi: 10.1016/j.newideapsych.2020.100801
Pollock, D. C., Van Reken, R. E., & Pollock, M. V. (2017). Third culture kids: Growing up among worlds. Nicholas Brealey.
Poudel, A., Gurung, B., & Khanal, G. P. (2020). Perceived social support and psychological wellbeing among Nepalese adolescents: The mediating role of self-esteem. BMC Psychology, 8(1), 43. https://doi.org/10.1186/s40359-020-00409-1
Salmon, A. K., & Barrera, M. X. (2021). Intentional questioning to promote thinking and learning. Thinking Skills and Creativity, 40, 100822. https://doi.org/10.1016/j.tsc.2021.100822
Seo, Y. (2016). A study on the educational meaning of havruta and its application to social studies classes [Unpublished master’s thesis]. Korea National University.
Shapiro, J. S. (2022). The sacred art of developing adult Jewish learners. In D. T. Schuster (Ed.), Potraits of adult Jewish learning: Making meaning at many tables (115–174). Wipf &Stock.
Sharma, D. (2023). Using developmental bibliotherapy design to improve self-management skills of post-graduate students. Journal of Poetry Therapy, 36(2), 95–113. https://doi.org/10.1080/08893675.2022.2115696
Smolen, E. R., Hartman, M. C., & Wang, Y. (2020). Reading achievement in children with hearing loss who use listening and spoken language: Results and implications from a 2-year study. Perspectives of the ASHA Special Interest Groups, 5(6), 1380–1387. https://doi.org/10.1044/2020_PERSP-20-10006
Snyder, C. R., & Lopez, S. J. (Eds.). (2020). The Oxford handbook of positive psychology (3rd Ed.). Oxford University Press.
Snyder, C. R., Lopez, S. J., Edwards, L. M., & Marques, S. C. (Eds.). (2021). The Oxford handbook of positive psychology (3rd Ed.). Oxford University Press.
Sobre-Denton, M. (2017). Multicultural third culture building: A case study of a multicultural social support group. Journal of Intercultural Communication, 17(3), 1–15. https://doi.org/10.36923/jicc.v17i3.748
Tan, E. C., Wang, K. T., & Cottrell, A. B. (2021). A systematic review of third culture kids empirical research. International Journal of Intercultural Relations, 82, 81–98. https://doi.org/10.1016/j.ijintrel.2021.03.002
Useem, J., Useem, R., & Donoghue, J. (1963). Men in the middle of the third culture: The roles of American and Non-Western people in cross-cultural administration. Human Organization, 22(3), 169–179. https://doi.org/10.17730/humo.22.3.5470n44338kk6733
White, E. G. (1952). Education. Pacific Press.
Xu, Y., Wang, D., Collins, P., Lee, H., & Warschauer, M. (2021). Same benefits, different communication patterns: Comparing children’s reading with a conversational agent vs. a human partner. Computers & Education, 161, 104059. https://doi.org/10.1016/j.compedu.2020.104059
Yoon, J. (2016). Effects of math and discussion classes based on havruta [Unpublished master’s thesis]. Pusan National University.

References

Álvarez-Herrero, J.-F. (2022). Therapeutic and learning benefits of reading during COVID-19 among Spanish secondary students: In A. Cortijo Ocaña, V. Martines, & V. Orazi (Eds.), Advances in Psychology, Mental Health, and Behavioral Studies (pp. 198–212). IGI Global.

Arsandaux, J., Boujut, E., Salamon, R., Tzourio, C., & Galéra, C. (2023). Self-esteem in male and female college students: Does childhood/adolescence background matter more than young-adulthood conditions? Personality and Individual Differences, 206, 112117. https://doi.org/10.1016/j.paid.2023.112117

Bergqvist, P., & Punzi, E. (2020). “Living poets society” – a qualitative study of how Swedish psychologists incorporate reading and writing in clinical work. Journal of Poetry Therapy, 33(3), 152–163. https://doi.org/10.1080/08893675.2020.1776963

Branden, N. (2021). The power of self-esteem. Health Communications, Inc.

Chazan, B. (2022). Principles and pedagogies in Jewish education. Springer Nature.

Cohen, A. (2020). Hospitality, ethics of care and the traditionist feminism of Beit Midrash Arevot: An experiential essay. Approaching Religion, 10(2), 92–109. https://doi.org

/10.30664/ar.94926

De Waal, M. F., & Born, M. Ph. (2021). Where I’m from? Third culture kids about their cultural identity shifts and belonging. International Journal of Intercultural Relations, 83, 67–83. https://doi.org/10.1016/j.ijintrel.2021.04.004

Doi, S., Isumi, A., & Fujiwara, T. (2020). The association between parental involvement behavior and self-esteem among adolescents living in poverty: Results from the K-CHILD Study. International Journal of Environmental Research and Public Health, 17(17), 6277. https://doi.org/10.3390/ijerph17176277

Ernvik, U. (2019). Third culture kids: A gift to care for. Familjeglädje.

Ga Yeon, J. (1993) Research: A study on the development of the self-esteem inventory. Human Ecology Research, 13(2).

Hashimoto, T. (2012). Slow reading method. Chosun Books.

Hewitt, J. P. (2020). The social construction of self-esteem. In C. R. Snyder, S. J. Lopez, L. M. Edwards, & S. C. Marques (Eds.), The Oxford handbook of positive psychology (3rd ed.), (309–381). Oxford University Press.

Hoque, M. E. (2016). Three domains of learning: Cognitive, affective and psychomotor. The Journal of EFL Education and Research, 2(2), 45–52.

Jeon, Ji-Kyung, Rhee, Kyung-Ah, & Seo, In-Doug. (2016). The effects of family strength on the ethnical identity of third culture adolescents- focusing on the medication effects of self-esteem. Journal of Digital Convergence, 14(8), 93–104. https://doi.org/10.14400/JDC.2016.14.8.93

Jeong, S. (2017). The meaning of learning for existence implied in the Jewish talmud havruta [Unpublished master’s thesis]. Ajou University.

Kim, B. (2016). Understanding and prerequisites of Jewish havruta learning. Faith & Scholarship, 21(1), 81–115.

Kim, Y. (2012). A psychodynamic inquiry into the self-esteem of a middle-aged man via bibliotherapy. Journal of Korean Library and Information Science Society, 43(4), 201–224. https://koreascience.kr/article/JAKO201214652519610.page

Ladon, J. S. (2021). Face to Interface: Instructional Strategies of an Online Talmud Class. Journal of Jewish Education, 87(4), 365–393. https://doi.org/10.1080/15244113.2021.1977099

Ladson-Billings, G. (2021). Culturally relevant pedagogy: Asking a different question. Teachers College Press.

Lee, S. (2017). The relationship between pre-service teachers' empathy ability, intercultural sensitivity, multicultural acceptance and multicultural efficacy. Teacher Education, 33(2), 263–281.

Lim, K. M., & Ahn, H. (2017). Effect of children’s mathematical problem solving ability and their self-esteem through havruta method using math storybooks. Family and Environment Research, 55(2), 193–204. https://doi.org/10.6115/fer.2017.015

Malyn, B. O., Thomas, Z., & Ramsey‐Wade, C. E. (2020). Reading and writing for well‐being: A qualitative exploration of the therapeutic experience of older adult participants in a bibliotherapy and creative writing group. Counselling and Psychotherapy Research, 20(4), 715–724. https://doi.org/10.1002/capr.12304

Menachem, T-B. E., & Ilana, E-L. (2022). How relevant is it? Public Elementary School Teachers Encounter Ancient Jewish Texts. L1-Educational Studies in Language and Literature, 22, 1–22. https://doi.org/10.21248/l1esll.2022.22.1.375

Menachem, T-B. E., & Livnat, Z. (2021). Bits of Gold: Women’s Metaphors to Describe Havruta Study. Journal of Jewish Education, 87(3), 208–225. https://doi.org/10.1080/15244113.2021.1951146

Menachem, T-B., E., & Holzer, E. (2023). Learning to Learn with a Havruta: Pragmatic and Ethical Facets. Journal of Jewish Education, 89(4), 379–397. https://doi.org/10.1080/15244113.2023.2239384

Mosanya, M., & Kwiatkowska, A. (2021). Complex but integrated: Exploring social and cultural identities of women third culture kids (TCK) and factors predicting life satisfaction. International Journal of Intercultural Relations, 84, 65–78. https://doi.org/10.1016/j.ijintrel.2021.07.001

Munn, S. K., & Ryan, T. G. (2016). An examination of mental health promotion within international schools and current reform practices that can benefit third culture kids. International Journal of Educational Reform, 25(2), 170–191. https://doi.org/10.1177/105678791602500204

Munna, A. S., & Kalam, M. A. (2021). Teaching and learning process to enhance teaching effectiveness: Literature review. International Journal of Humanities and Innovation, 4(1), 1–4. https://doi.org/10.33750/ijhi.v4i1.102

Ornstein, A. C., & Hunkins, F. P. (2018). Curriculum: Foundations, principles, and issues (7th ed.). Pearson.

Orth, U., & Robins, R. W. (2022). Is high self-esteem beneficial? Revisiting a classic question. American Psychologist, 77(1), 5–17. https://doi.org/10.1037/amp0000922

Pacheco, E. M. (2020). Culture learning theory and globalization: Reconceptualizing culture shock for modern cross-cultural sojourners. New Ideas in Psychology, 58. https://doi: 10.1016/j.newideapsych.2020.100801

Pollock, D. C., Van Reken, R. E., & Pollock, M. V. (2017). Third culture kids: Growing up among worlds. Nicholas Brealey.

Poudel, A., Gurung, B., & Khanal, G. P. (2020). Perceived social support and psychological wellbeing among Nepalese adolescents: The mediating role of self-esteem. BMC Psychology, 8(1), 43. https://doi.org/10.1186/s40359-020-00409-1

Salmon, A. K., & Barrera, M. X. (2021). Intentional questioning to promote thinking and learning. Thinking Skills and Creativity, 40, 100822. https://doi.org/10.1016/j.tsc.2021.100822

Seo, Y. (2016). A study on the educational meaning of havruta and its application to social studies classes [Unpublished master’s thesis]. Korea National University.

Shapiro, J. S. (2022). The sacred art of developing adult Jewish learners. In D. T. Schuster (Ed.), Potraits of adult Jewish learning: Making meaning at many tables (115–174). Wipf &Stock.

Sharma, D. (2023). Using developmental bibliotherapy design to improve self-management skills of post-graduate students. Journal of Poetry Therapy, 36(2), 95–113. https://doi.org/10.1080/08893675.2022.2115696

Smolen, E. R., Hartman, M. C., & Wang, Y. (2020). Reading achievement in children with hearing loss who use listening and spoken language: Results and implications from a 2-year study. Perspectives of the ASHA Special Interest Groups, 5(6), 1380–1387. https://doi.org/10.1044/2020_PERSP-20-10006

Snyder, C. R., & Lopez, S. J. (Eds.). (2020). The Oxford handbook of positive psychology (3rd Ed.). Oxford University Press.

Snyder, C. R., Lopez, S. J., Edwards, L. M., & Marques, S. C. (Eds.). (2021). The Oxford handbook of positive psychology (3rd Ed.). Oxford University Press.

Sobre-Denton, M. (2017). Multicultural third culture building: A case study of a multicultural social support group. Journal of Intercultural Communication, 17(3), 1–15. https://doi.org/10.36923/jicc.v17i3.748

Tan, E. C., Wang, K. T., & Cottrell, A. B. (2021). A systematic review of third culture kids empirical research. International Journal of Intercultural Relations, 82, 81–98. https://doi.org/10.1016/j.ijintrel.2021.03.002

Useem, J., Useem, R., & Donoghue, J. (1963). Men in the middle of the third culture: The roles of American and Non-Western people in cross-cultural administration. Human Organization, 22(3), 169–179. https://doi.org/10.17730/humo.22.3.5470n44338kk6733

White, E. G. (1952). Education. Pacific Press.

Xu, Y., Wang, D., Collins, P., Lee, H., & Warschauer, M. (2021). Same benefits, different communication patterns: Comparing children’s reading with a conversational agent vs. a human partner. Computers & Education, 161, 104059. https://doi.org/10.1016/j.compedu.2020.104059

Yoon, J. (2016). Effects of math and discussion classes based on havruta [Unpublished master’s thesis]. Pusan National University.

Self-esteem Changes of Third Culture Kids When Havruta Discussion Reading Therapy Classes Were Applied

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Jong-sik Ko , National University of Tainan, Taiwan

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