Article Sidebar

Submitted
April 5, 2024
Accepted
May 24, 2024
Published
July 2, 2024
Download
DOWNLOAD PDF
Statistic
Read Counter : 112

Main Article Content

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

Article Details

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
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX

References

  1. 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.
  2. 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
  3. 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
  4. Branden, N. (2021). The power of self-esteem. Health Communications, Inc.
  5. Chazan, B. (2022). Principles and pedagogies in Jewish education. Springer Nature.
  6. 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
  7. /10.30664/ar.94926
  8. 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
  9. 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
  10. Ernvik, U. (2019). Third culture kids: A gift to care for. Familjeglädje.
  11. Ga Yeon, J. (1993) Research: A study on the development of the self-esteem inventory. Human Ecology Research, 13(2).
  12. Hashimoto, T. (2012). Slow reading method. Chosun Books.
  13. 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.
  14. Hoque, M. E. (2016). Three domains of learning: Cognitive, affective and psychomotor. The Journal of EFL Education and Research, 2(2), 45–52.
  15. 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
  16. Jeong, S. (2017). The meaning of learning for existence implied in the Jewish talmud havruta [Unpublished master’s thesis]. Ajou University.
  17. Kim, B. (2016). Understanding and prerequisites of Jewish havruta learning. Faith & Scholarship, 21(1), 81–115.
  18. 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
  19. 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
  20. Ladson-Billings, G. (2021). Culturally relevant pedagogy: Asking a different question. Teachers College Press.
  21. Lee, S. (2017). The relationship between pre-service teachers' empathy ability, intercultural sensitivity, multicultural acceptance and multicultural efficacy. Teacher Education, 33(2), 263–281.
  22. 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
  23. 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
  24. 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
  25. 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
  26. 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
  27. 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
  28. 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
  29. 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
  30. Ornstein, A. C., & Hunkins, F. P. (2018). Curriculum: Foundations, principles, and issues (7th ed.). Pearson.
  31. 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
  32. 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
  33. Pollock, D. C., Van Reken, R. E., & Pollock, M. V. (2017). Third culture kids: Growing up among worlds. Nicholas Brealey.
  34. 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
  35. 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
  36. 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.
  37. 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.
  38. 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
  39. 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
  40. Snyder, C. R., & Lopez, S. J. (Eds.). (2020). The Oxford handbook of positive psychology (3rd Ed.). Oxford University Press.
  41. 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.
  42. 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
  43. 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
  44. 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
  45. White, E. G. (1952). Education. Pacific Press.
  46. 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
  47. Yoon, J. (2016). Effects of math and discussion classes based on havruta [Unpublished master’s thesis]. Pusan National University.