ISC Paper Template in A4 (V1) Journal of Education, Teaching, and Learning Volume 7 Number 2 September 2022. Page 139-146 p-ISSN: 2477-5924 e-ISSN: 2477-8478 139 Journal of Education, Teaching, and Learning is licensed under A Creative Commons Attribution-Non Commercial 4.0 International License. REINVENTING STUDENTS' SELF-ESTEEM IN CLASSROOMS: THE NEED FOR HUMANISTIC PEDAGOGY Bunmi Isaiah Omodan1), Nondwe Mtshatsha2) 1) Walter Sisulu University, Butterworth Campus, South Africa E-mail: bomodan@wsu.ac.za 2) Walter Sisulu University, Butterworth Campus, South Africa E-mail: nmtshatsha@wsu.ac.za Abstract. Lack of self-esteem among students makes them believe that they are not proficient enough or do not have the needed skills to succeed academically. The perceived lack of self-esteem seems resulting from the observed anti- humanistic teaching and learning system bedevilling all levels of classrooms. Literature confirms that students lack critical thinking skills, relationship skills, and communication skills, which affect their self-esteem. This study is positioned to respond to the issue by presenting humanistic pedagogy as a teaching approach that develops students holistically. It is lensed within the purview of the transformative paradigm since it focuses on how students could be transformed towards gaining the needed self-esteem that will promote their academic, social and societal development. Humanistic Pedagogy theory was presented alongside its principles and assumptions to achieve this. How the assumptions are related to the teaching of humanism and building students' self-esteem was also presented. This study concluded that student-centred classrooms, students' feelings and values, creativity and innovation, and humanising humankind are dimensions of self-esteem development among students. This study recommends that teachers at all levels of education adopt humanistic pedagogical processes in their classrooms. Keywords: Students' self-esteem; classrooms; humanistic pedagogy; transformative worldview; humanising humankind I. INTRODUCTION Students today are under immense pressure to succeed. They are juggling multiple responsibilities, including academics, extracurricular activities, and social obligations (Denman, 2019; Wilson, 2013). As a result, many students feel they are not meeting their full potential. This can lead to feelings of low self-esteem and inadequacy, and classrooms can be particularly challenging for students with low self- esteem. Lack of self-esteem among students makes them believe that they are not proficient enough or do not have the needed skills to succeed academically. This perceived lack of self-esteem from observed anti-humanistic teaching and learning system is bedevilling the classrooms (Browning et al., 2021; Ramón-Arbués et al., 2020; Rubio, 2021). Literature confirms that students lack critical thinking skills, relationship skills and communication skills, which are significant to building self-esteem (Al-Husban, 2020; Din, 2020; Kavenuke et al., 2020). Students need all these skills to succeed academically because it enables them to participate in class discussions, ask questions and collaborate with their classmates (Akpur, 2020; Tus, 2020). However, students who lack confidence (self-esteem) in their abilities may be reluctant to speak up in class, and this can impact their grades and overall academic performance (Sander & de la Fuente, 2020). The persistent low self-esteem among students has led to many recommendations, among which is that teachers should create a positive and supportive learning environment where students are not under pressure to be perfect, rather than to learn when they make mistakes and provide students with feedback that is both positive and constructive (Kulakow, 2020; Yan, 2020). In the same vein, Lavy & Naama- Ghanayim (2020) also argue that instructors can help students build relationships with their classmates because students who feel connected to their classmates are more likely to participate in class discussions and collaborate on projects. Furthermore, communication among peers has also been found to indicate self-esteem (Gebregergis et al., 2020; Ogunyemi & Olagbaju, 2020). That is, students who can communicate their ideas and thoughts effectively will feel more confident in their abilities. The argument here is that such students may be better equipped to handle difficult situations and relationships, which is in line with Goh et al. (2020), who confirms that communication is one of the ingredients of interpersonal relationships. http://creativecommons.org/licenses/by-nc/4.0/ mailto:bomodan@wsu.ac.za mailto:nmtshatsha@wsu.ac.za Journal of Education, Teaching, and Learning Volume 7 Number 2 September 2022. Page 139-146 p-ISSN: 2477-5924 e-ISSN: 2477-8478 140 Literature also confirmed that low self-esteem is often a barrier for students when it comes to academic performance (Arshad et al., 2015; Farhan & Khan, 2015; Raskauskas et al., 2015) because academic achievement comes with determination, but students with low self-esteem believe they are not smart or capable and are less likely to take risks or put forth the effort necessary for success. In consonance, Filippello et al. (2020) and Han and Park (2020) also found out that low self-esteem is one of the leading causes of students underachievement in school because these students may not put in their best effort in school, which can lead to poor grades and an overall decline in academic performance. This argument further confirms the need to reinvent students' self-esteem, which could be done by adopting humanistic pedagogy in classrooms. This type of pedagogy focuses not only on academic success but the person (Drew, 2021) and helps students feel more valued and appreciated (Barrett et al., 2016), which will help boost their self-esteem. Therefore, this study explores humanistic pedagogy as a way in which self- esteem could be developed among students towards a holistic development. Research objectives In order to promote humanistic teaching and learning that could enhance students' self-esteem, the following objectives were raised to guide the study. That is, the study: (1) presented humanistic pedagogy as a pedagogical process capable of bringing capacity to students; and (2) explored the assumptions of humanistic pedagogy and its relevance to the development of students' self-esteem. II. METHODOLOGICAL PERSPECTIVE This study is a theoretical paper tailored towards transforming students with low self-esteem in the school system. Hence, the study is lensed within a transformative worldview because the paradigm is based on the belief that research should be used to solve problems and improve the human condition, not simply to generate new ideas or produce academic publications (Fazey et al., 2018). The transformative paradigm emerged in response to the growing recognition that the world is facing unprecedented challenges, including economic inequality and social injustice (Cram & Mertens, 2016; Denzin, 2017), which could be responsible for students’ ability to gain self-esteem and social efficacy in their academic lives. Therefore, this study argues that transformation among students can happen when both teachers/lecturers/instructors and students can use their strengths to resist and challenge oppressive systems by learning and teaching how they can change their lives for the better. Among which is humanistic pedagogy. However, the strength of the article is derived from humanistic teaching and learning, which I otherwise refer to as humanistic pedagogy and the theory was presented and analysed using the principles of thematic analysis. Thematic analysis is relevant because it enables the researcher to break down the undying assumptions of humanistic pedagogy into themes for meaning-making, which is consistent with the definition of Glaw et al. (2017) and Nowell et al. (2017) that thematic allows data to be broken down into smaller themes for easy interpretation. On the other hand, it also allows researchers to go beyond simply describing issues and instead begin to understand the underlying meanings that inform them (Castleberry & Nolen, 2018; Vaismoradi et al., 2016). That is, themes can be identified at multiple levels, from broad overarching themes down to specific sub-themes for detailing purposes. This level of detail also assists the researcher in providing insights into how different aspects of a phenomenon (humanistic pedagogy and student self-esteem) are related to each other. Below is the systematic presentation of the theory, along with the assumptions. III. PAGE STYLE Theoretical Presentation of Humanistic Pedagogy Humanistic teaching and learning, sometimes known as person-centred pedagogy, is a method of educating based on the ideas of humanistic psychologists such as Abraham Maslow and Carl Rogers (Joseph, 2020; Maslow, 1959). Humanistic psychology was founded by Rogers, who spent much of his time applying the findings from his psychological research to person-centred teaching (Rogers, 1965). Both of them believe that the humanistic approach to teaching and learning focuses holistic development of a child (Rogers, 1965; Maslow, 1966). They also agreed that a humanist method would prioritise student emotional well-being and believe children are inherently good at their core. This is also in line with Madsen and Wilson (2012) that humanistic pedagogy is centred on how human values, interests, abilities, needs, worth, and dignity are built and sustained. It is a faith in people's limitless potential for growth and progress as well as their inherent goodness and an idea that people have limitless potential for growth and improvement and that they are inherently good on their own (Lowry, 1973; Maslow, 1970). Perhaps this is why Magolda (2020) argued that students should be given the opportunity to learn in various ways and explore their interests and passions, which helps them individualise learning and find their unique path in life. This kind of pedagogical process is an approach that focuses on the individual student and their unique needs while also helping them to develop a sense of self-efficacy and confidence (Gol & Aaleabbas, 2016). From the argument of Walters and Kidman (2015), it helps to prepare students for the real world, where they will need to be able to think for themselves and express themselves effectively. Based on this, one can then argue that humanistic pedagogy is one of the most effective ways to help students build self-esteem to reach their full potential. However, this theory covers both teaching and learning. Humanistic teaching is an approach to education that emphasises the importance of the individual learner. It is based on the belief that all students have the potential to grow and learn and that instructors should be geared towards helping individual students reach their full potential (Haidet et al., 2016). Humanistic educators believe that everyone has unique gifts and talents and that it is important to nurture these gifts in order to help students achieve their fullest potential. On the other hand, humanistic learning is based on the idea that students learn best when they are actively involved in the learning process (Firdaus & Mariyat, 2017; Illeris, 2018). This Journal of Education, Teaching, and Learning Volume 7 Number 2 September 2022. Page 139-146 p-ISSN: 2477-5924 e-ISSN: 2477-8478 141 means that learners should be given opportunities to explore, experiment, and discover new things for themselves. In these perspectives, students believe that this type of active learning helps them develop a deep understanding of the material and a sense of ownership and responsibility for their own learning (Tolstova & Levasheva, 2019). Hence, when humanistic teaching and learning is engaged among students, it allows them to explore their unique talents and abilities. They are encouraged to be expressive and creative towards developing a strong sense of self-efficacy and prepare students for the real world by teaching them how to think for themselves, work for themselves, and express themselves effectively. Based on this, one can then argue that humanistic pedagogy is significant to building students' self-esteem through student-centeredness in the teaching process, recognising students' feelings and values, promoting creativity and innovation, and humanising humankind. Assumption of Humanistic Pedagogy Based on the above theoretical presentation, the following were deduced as the major assumptions of humanistic pedagogy: Student-centeredness, students' feelings and values, creativity and innovation among students and humanising humankind. These four cardinal assumptions were conceptualised below. • Student-centeredness: From the above analysis, one can argue that humanistic pedagogy complements the student-centred teaching approach where students are at the forefront of the pedagogical process. This is consistent with the argument that humanistic education is all about making the student the centre of attention by shifting the focus from teachers and administrators to the needs of learners (Chong, 2018). According to Rider et al. (2018), it means creating an enabling environment where students feel comfortable, supported and confident in their learning. This means that a humanistic teacher is the one that puts the interest of the student at the centre of the classroom process, input and outputs, from lesson planning to assessment. This is very productive to students because it provides more opportunities for students to direct their learning and take responsibility for their success and holistic development (Bykov & Leshchenko, 2016; Shakirova & Valeeva, 2016). The argument here is that when students are made the focus of teaching and learning efforts, it creates an environment that is more conducive to learning and makes students feel valued and respected, and they are more likely to take ownership of their development. • Students' feelings and values: From the above theoretical presentation, it is shown that the humanistic teaching and learning process places more emphasis on recognising students' feelings and that they should be valued. That humanistic pedagogical process is that the students' opinions, views, and perspectives should not be jettisoned but rather tailored and shaped for them to feel inclusive in the teaching and learning process. This is in tandem with Baroutsis et al. (2016) argument that when students feel that their voices are heard and that their perspectives matter, they are more likely to engage in a productive learning process that increases their trust boldness to challenge their problems. With this, it is not out of place to argue that humanising education creates a more positive and inclusive environment for students' self- development. Therefore, the humanistic educational process takes cognisance of students' feelings via their perspectives and opinions coupled with recognition and respect through inclusivity in classrooms. Hence, humanistic pedagogy is not only concerned with the cognitive development of students, but also with their emotional and social growth by allowing them to express their feelings and discuss topics that are relevant to them. • Creativity and innovation among students: based on the above theoretical analysis, one can also argue that humanistic pedagogy is the one that promotes and recognises creativity and innovation among students. It emphasises that all individuals have creative capacities and strives to help students realise their creative potentials (Putra et al., 2020; Wadaani, 2015). This approach to teaching aims to produce creative citizens who can think for themselves and solve problems in innovative ways (Taylor, 2018; Weis et al., 2017). Ultimately, this approach helps students become well-rounded individuals who are prepared to contribute positively to society (Perales & Aróstegui, 2021). This further confirms that the ability to be creative and innovative is not something that only belongs to a select few; it is a quality that all humans possess but only needs to be activated but often undervalued informal education settings. However, humanistic pedagogy seeks to change this by emphasising creativity and innovation to help students become more confident and self-assured, think outside the box, and become more engaged with their learning. • Humanising humankind: From the above presentation, it was also deduced that humanistic pedagogy is all about humanising humankind by helping students to learn to think for themselves and become more self-aware. This level of humanism encourages students to question their assumptions, explore new possibilities, and take risks. In a humanistic classroom, students are not merely receptacles for information; they are actively engaged in the learning process (Schramm-Possinger, 2016). Teachers facilitate learning by posing questions, encouraging debate, and providing opportunities for students to explore different points of view. This type of pedagogy leads to a deeper understanding of the subject matter and allows students to develop their own critical thinking skills. This could be tagged as a supportive and nurturing Journal of Education, Teaching, and Learning Volume 7 Number 2 September 2022. Page 139-146 p-ISSN: 2477-5924 e-ISSN: 2477-8478 142 environment where students feel safe to take risks and explore new ideas. This is not far from the assumption of ubuntu philosophy, which preaches love, oneness, togetherness, where communality is the other of the day (Diarra, 2018; Le Grange, 2018). That is, the intention of humanistic classrooms does not only increase commonality between the teachers and the students but could also create a more just and humane world. Nexus between the Assumptions and the Development of Students' Self-esteem This section discusses the assumptions of humanistic pedagogy and its relevance to the buildup of self-esteem among students in classrooms. This was done under the following sub-headings: student-centeredness and development of self-esteem, feelings and values and development of self-esteem, creativity and innovation and development of self-esteem, humanising humankind and development of self-esteem. Student-centeredness and Development of Self-esteem Student-centeredness in this study is argued as one of the ways which students' self-esteem can be developed in classrooms. That is when lessons are planned to accommodate students' interests by creating an avenue to develop their critical thinking skills, collaborative and participatory skills, relationship skills, among others. In turn, this enhances their self-esteem. In order to justify the relationships between student-centeredness and development of self-esteem among student, the argument that student-centred classrooms are important in fostering the all-round development of students because it promotes a positive teacher-student relationship, mastery of skills and knowledge, and a sense of belongingness (Cedillo & Bratta, 2019; Kaput, 2018; Jony, 2016. The argument proves that there is a positive relationship between the students-centred classroom and students' self-development, including the development of self-esteem (Hossein & Maryam, 2017). Thus, it is clear that student-centeredness plays a key role in developing self-esteem in students. While other factors are also important, student-centeredness is a crucial element in creating an environment that is conducive to the development of a positive self-image. Therefore, humanistic pedagogy from the student-centered classroom perspective is essential in ensuring students' self-esteem. Feelings and Values and Development of Self-esteem Based on the above theoretical assumptions, it is accurate to argue that humanistic education takes cognisance of students' feelings and values in the pedagogical process. A productive humanising classroom where students' feelings are considered and recognised, where they feel valued and respected if the teaching and learning process is productive could build them towards gaining self-esteem. This could be achieved teacher-student relationship that creates a sense of belonging. This is consistent with the finding that one of the factors contributing to the development of self-esteem in students includes a positive teacher-student relationship, mastery of skills and knowledge, and a sense of belongingness (Dewi & Jimmi, 2018; van Aalst et al., 2021). In the same vein, when students feel valued, supported, and accepted by their teachers, they are more likely to have a positive self- image (Ikiz & Cakar, 2010). Similarly, when students feel confident in their abilities, they can meet challenges successfully and feel like they belong to a community where they are accepted for who they are, their self-esteem is also boosted. Therefore, humanistic pedagogy where the feelings of students are recognised and where they are valued and respected is fundamental to building students' self-esteem. Creativity and Innovation and Development of Self-esteem From the above theoretical assumption, one could argue that creativity is a sign of self-motivation, self-concept and self-trust, which are self-esteem factors. Researchers have confirmed that creative and innovative students are mostly self-motivated students and are likely to be operating at a high level of self-esteem (Basco & Han, 2016; Lawrence, 2006). On the same line of argument, when it comes to creativity and innovation, students who have a strong sense of creativity seem to be at an advantage in building self-esteem. They are more likely to take risks, think outside the box, and develop new ideas. In fact, research has shown that there is a strong correlation between self-esteem and creative thinking (Fatah et al., 2016; Yücesan & Şendurur, 2018). The argument here is that creative students feel good about themselves and their ability and are more likely to try new things, even if they fail. They know that they can recover from setbacks and learn from their mistakes. That means that a creative and innovative student could be operating at a high level of self-esteem, self- trust, and self-belief. Since humanistic pedagogy beckons on teaching students how to be creative, innovative, and independent, it also means that such pedagogy will increase students’ self-esteem if implemented. Humanising Humankind and Developing Self-esteem Based on the above theoretical assumptions, one can argue that humanising humankind, being one of the cardinal assumptions of humanistic pedagogy, is significant to building students' self-esteem. That is, a classroom laced with humanity and humane relationships among the classroom's stakeholders is likely to increase students' self-esteem. This aligns with Mino (2020) that humanising teaching and learning enhances students' holistic development because they feel a sense of communality that creates a sense of brotherliness towards themselves. This is perhaps the reason why ubuntu philosophy (the philosophy of kindness, love, togetherness and unity in diversity) is recommended for teaching and learning (Maphalala, 2017; Quan-Baffour, 2014). Hence, it is important to humanise humankind, and one way to do this is by helping students build their self-esteem. When students feel good about themselves, they are more likely to be kind and respectful to others. Additionally, they are likely to take care of themselves and make healthy choices that create a more positive and productive world. Therefore, being humane to students is a point of motivation that solidifies the Journal of Education, Teaching, and Learning Volume 7 Number 2 September 2022. Page 139-146 p-ISSN: 2477-5924 e-ISSN: 2477-8478 143 way students think, react to issues and socialise with themselves and even strangers. Therefore, humanistic pedagogy, via humanising humankind, is significant to building students' self-esteem. IV. CONCLUSIONS AND RECOMMENDATIONS This study analysed the relationship between humanistic pedagogy and the building of students' self-esteem through a transformative worldview. Based on the argument made above, it was confirmed that humanistic pedagogy is best to promote the students' self-esteem. The factors are initiating student- centred classrooms, recognising students' feelings and values, enhancing their creativity and innovative minds, and promoting humanity among them. That is, student-centred classrooms, students' feelings and values, creativity and innovation, and humanising humankind are dimensions of self-esteem development among students. Based on this, the following recommendations were made: • Teachers should endeavour to adopt a student-centred approach in their teaching and learning process. This is quintessential because it empowers students to take control of their own learning. This type of environment can result in several benefits, including increased students' self-esteem. • Teachers should be cognisant of students' feelings, know what they want, and respect their opinions even if they need to be corrected and reshaped. This is important. In such a classroom, students are given the opportunity to direct their own learning. This means that they can choose what projects they want to work on, how they want to present their learning, and others. This can be a great way for students to learn about their strengths and weaknesses, discover how they learn best and increase their self-esteem. • Teachers should ensure that students are engaged in the classrooms process that could improve their creativity and innovation. One of the ways to ensure this is by providing them with compliments and positive reinforcement when they do something well. They can also give them opportunities to shine by leading a class discussion or presenting a project in front of the class. • Lastly, classrooms should be made to promote humanity among students, develop their self-esteem, and ensure that they grow to become good citizens where love, oneness and goodwill drive their societal engagement. REFERENCES Ansor. (2009). Analisis Pengaruh ROA, PBV, EPS, PER, Kurs dan Suku Bunga terhadap Return Saham (Kajian Empiris pada Perusahaan Manufaktur yang Terdaftar di BEI Tahun 2006-2008). Master’s thesis. Semarang: Program Pascasarjana Magister Manajemen Universitas Diponegoro. Akpur, U. (2020). Critical, reflective, creative thinking and their reflections on academic achievement. Thinking Skills and Creativity, 37, 1-8. https://doi.org/10.1016/j.tsc.2020.100683 Al-Husban, N. A. (2020). Critical thinking skills in asynchronous discussion forums: A case study. International Journal of Technology in Education, 3(2), 82-91. https://eric.ed.gov/?id=EJ1264025 Arshad, M., Zaidi, S. M. I. H., & Mahmood, K. (2015). Self- esteem & academic performance among university students. Journal of Education and Practice, 6(1), 156-162. https://eric.ed.gov/?id=EJ1083788 Baroutsis, A., McGregor, G., & Mills, M. (2016). Pedagogic voice: Student voice in teaching and engagement pedagogies. Pedagogy, Culture & Society, 24(1), 123-140. https://doi.org/10.1080/14681366.2015.1087044 Barrett, J., Yates, L., & McColl, G. (2016). Medical teachers' humanistic perspective on pedagogy: a new starting point for faculty development. Journal of Continuing Education in the Health Professions, 36(3), 151-156. https://doi.org/10.1097/CEH.0000000000000077 Basco, L. M., & Han, S. H. (2016). Self-esteem, motivation, and anxiety of Korean university students. Journal of Language Teaching and Research, 7(6), 1069-1078. http://dx.doi.org/10.17507/jltr.0706.02 Browning, M. H., Larson, L. R., Sharaievska, I., Rigolon, A., McAnirlin, O., Mullenbach, L., & Alvarez, H. O. (2021). Psychological impacts from COVID-19 among university students: Risk factors across seven states in the United States. PloS one, 16(1), e0245327. https://doi.org/10.1371/journal.pone.0245327 Bykov, V. Y., & Leshchenko, M. P. (2016). Digital humanistic pedagogy: relevant problems of scientific research in the field of using ICT in education. Інформаційні технології і засоби навчання, 53(3), 1-17. Castleberry, A., & Nolen, A. (2018). Thematic analysis of qualitative research data: Is it as easy as it sounds? Currents in Pharmacy Teaching and Learning, 10(6), 807-815. https://doi.org/10.1016/j.cptl.2018.03.019 Cedillo, C. V., & Bratta, P. (2019). Relating our experiences: The practice of positionality stories in student- centered pedagogy. College Composition and Communication, 71(2), 215-240. Chong, M. D. (2018). Humanistic education for the future crime fighters'. International Journal of Criminal Justice Sciences, 13, 10-28. http://dx.doi.org/10.5281/zenodo.1403375 Cram, F., & Mertens, D. M. (2016). Negotiating solidarity between indigenous and transformative paradigms in evaluation. Evaluation Matters-He Take Tō Te Aromatawai, 2(2), 161-189. Denman, W. M. (2019). Experiences of Highly Involved Students in Extracurricular Activities. Texas A&M University-Commerce. Denzin, N. K. (2017). Critical qualitative inquiry. Qualitative Inquiry, 23(1), 8-16. https://doi.org/10.1177%2F1077800416681864 Journal of Education, Teaching, and Learning Volume 7 Number 2 September 2022. Page 139-146 p-ISSN: 2477-5924 e-ISSN: 2477-8478 144 Dewi, N., & Jimmi, J. (2018). The correlation between vocabulary mastery and self-esteem on students' speaking skills. Wanastra: Journal Bahasa dan Sastra, 10(1), 78-83. https://doi.org/10.31294/w.v10i1.2998 Diarra, M. C. (2018). Ubuntu as humanistic education: Challenges and perspectives for Africa? In Re- Visioning Education in Africa (pp. 119-134). Palgrave Macmillan, Cham. Din, M. (2020). Evaluating university students' critical thinking ability as reflected in their critical reading skill: A study at bachelor level in Pakistan. Thinking Skills and Creativity, 35, 1-11. https://doi.org/10.1016/j.tsc.2020.100627 Drew, C. (2021). What is the humanistic theory in education? https://helpfulprofessor.com/humanist-theory-in- education/ Farhan, S., & Khan, I. (2015). Impact of stress, self-esteem and gender factor on students' academic achievement. International journal on new trends in education and their implications, 6(2), 143-156. Fatah, A., Suryadi, D., & Sabandar, J. (2016). Open-ended approach: An effort in cultivating students' mathematical creative thinking ability and self- esteem in mathematics. Journal on Mathematics Education, 7(1), 11-20. Fazey, I., Moug, P., Allen, S., Beckmann, K., Blackwood, D., Bonaventura, M., ... & Wolstenholme, R. (2018). Transformation in a changing climate: a research agenda. Climate and Development, 10(3), 197-217. https://doi.org/10.1080/17565529.2017.1301864 Filippello, P., Buzzai, C., Messina, G., Mafodda, A. V., & Sorrenti, L. (2020). School refusal in students with low academic performances and specific learning disorder. The role of self-esteem and perceived parental psychological control. International Journal of Disability, Development and Education, 67(6), 592-607. https://doi.org/10.1080/1034912X.2019.1626006 Firdaus, F. A. & Mariyat, A. (2017). Humanistic approach in education according to Paulo Freire. At-Ta'dib, 12(2), 25-48. http://dx.doi.org/10.21111/at-tadib.v12i2.1264 Gebregergis, W. T., Mehari, D. T., Gebretinsae, D. Y., & Tesfamariam, A. H. (2020). The predicting effects of self-efficacy, self-esteem and prior travel experience on sociocultural adaptation among international students. Journal of International Students, 10(2), 339-357. Glaw, X., Inder, K., Kable, A., & Hazelton, M. (2017). Visual methodologies in qualitative research: Autophotography and photo elicitation applied to mental health research. International Journal of Qualitative Methods, 16(1), 1-8. 1609406917748215. https://doi.org/10.1177%2F1609406917748215 Goh, P. Q. L., Ser, T. F., Cooper, S., Cheng, L. J., & Liaw, S. Y. (2020). Nursing teamwork in general ward settings: A mixed‐methods exploratory study among enrolled and registered nurses. Journal of clinical nursing, 29(19-20), 3802-3811. https://doi.org/10.1111/jocn.15410 Gol, A. K., & Aaleabbas, F. (2016). An Iranian case study on the relationship between EFL teachers' self- confidence level and learners' speaking development. Language, 22, 62. https://doi.org/10.13189/lls.2016.040205 Haidet, P., Jarecke, J., Adams, N. E., Stuckey, H. L., Green, M. J., Shapiro, D., ... & Wolpaw, D. R. (2016). A guiding framework to maximise the power of the arts in medical education: a systematic review and meta- synthesis. Medical Education, 50(3), 320-331. https://doi.org/10.1111/medu.12925 Han, H. Y., & Park, S. G. (2020). A study on the correlations of self-esteem, self-efficacy, and learning motivations of underachieving elementary school students. Asia-pacific Journal of Convergent Research Interchange, FuCoS, 6(8), 79-89. Hossein, K. M., & Maryam, M. (2017). Jigsaw: A good student-centered method in medical education. Future of Medical Education Journal, 7(1), 35-40. http://eprints.mums.ac.ir/id/eprint/731 Ikiz, F. E., & Cakar, F. S. (2010). Perceived social support and self-esteem in adolescence. Procedia-Social and Behavioral Sciences, 5, 2338-2342. https://doi.org/10.1016/j.sbspro.2010.07.460 Illeris, K. (2018). An overview of the history of learning theory. European Journal of Education, 53(1), 86- 101. https://doi.org/10.1111/ejed.12265 Jony, S. (2016). Student centered instruction for interactive and effective teaching learning: Perceptions of teachers in Bangladesh. International Journal of Advanced Research in Education & Technology, 3(3), 172-178. Joseph, S. (2020). Why we need a more humanistic positive organisational scholarship: Carl Rogers' person- centered approach as a challenge to neoliberalism. The Humanistic Psychologist, 48(3), 271–283. https://doi.org/10.1037/hum0000151 Kaput, K. (2018). Evidence for student-centered learning. Education evolving. https://files.eric.ed.gov/fulltext/ED581111.pdf Kavenuke, P. S., Kinyota, M., & Kayombo, J. J. (2020). The critical thinking skills of prospective teachers: Investigating their systematicity, self-confidence and scepticism. Thinking Skills and Creativity, 37, 100677. https://doi.org/10.1016/j.tsc.2020.100677 Kulakow, S. (2020). Academic self-concept and achievement motivation among adolescent students in different learning environments: Does competence-support matter? Learning and Motivation, 70, 101632. https://doi.org/10.1016/j.lmot.2020.101632 Lavy, S., & Naama-Ghanayim, E. (2020). Why care about caring? Linking teachers' caring and sense of meaning at work with students' self-esteem, well- being, and school engagement. Teaching and Teacher Education, 91, 103046. https://doi.org/10.1016/j.tate.2020.103046 Journal of Education, Teaching, and Learning Volume 7 Number 2 September 2022. Page 139-146 p-ISSN: 2477-5924 e-ISSN: 2477-8478 145 Lawrence, J. (2006). Negotiating change: The impact of school transfer on attainment, self-esteem, self- motivation and attitudes in physical education (Doctoral dissertation, Brunel University School of Sport and Education PhD Theses). Le Grange, L. (2018). The notion of Ubuntu and the (post) humanist condition. In Indigenous philosophies of education around the world (pp. 40-60). Routledge. Lowry, R. J. (1973). A. H. Maslow: An intellectual portrait. Monterey: Brooks/Cole Publishing. Madsen, S.R., & Wilson, I.K. (2012) Humanistic Theory of Learning: Maslow. In: N.M. Seel (eds) Encyclopedia of the Sciences of Learning. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-1428-6_1022 Magolda, M. B. B. (2020). Making their own way: Narratives for transforming higher education to promote self- development. Stylus Publishing, LLC. Malik, S., & Khan, M. (2015). Impact of Facebook addiction on narcissistic behavior and self-esteem among students. Journal of the Pakistan Medical Association, 65(3), 260-263. Maphalala, M. C. (2017). Embracing Ubuntu in managing effective classrooms. Gender and Behaviour, 15(4), 10237-10249. https://hdl.handle.net/10520/EJC- c1eb0d3be Maslow, A. H. (1959). New knowledge in human values. Harper & Row Publishers. Maslow, A. H. (1966). The psychology of science: A reconnaissance. Gateway. Maslow, A. H. (1970). Religions, values, and peak experiences. Viking. Mino, T. (2020). Humanising higher education: Three case studies in sub-Saharan Africa. International Journal of African Higher Education, 7(1), 69-95. https://ejournals.bc.edu/index.php/ijahe/article/view/ 11249 Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16(1), 8-16. https://doi.org/10.1177%2F1077800416681864 Ogunyemi, K. O., & Olagbaju, O. O. (2020). Effects of assertive and aggressive communication styles on students' self-esteem and achievement in English Language. Cross-Cultural Communication, 16(1), 96-101. http://dx.doi.org/10.3968/11594 Perales, F. J., & Aróstegui, J. L. (2021). The STEAM approach: Implementation and educational, social and economic consequences. Arts Education Policy Review, 1-9. https://doi.org/10.1080/10632913.2021.1974997 Putra, P., Mizani, H., Basir, A., Muflihin, A., & Aslan, A. (2020). The Relevancy on Education Release Revolution 4.0 in Islamic Basic Education Perspective in Indonesia (An Analysis Study of Paulo Freire's Thought). Test Engineering & Management, 83, 10256-10263. http://idr.uin- antasari.ac.id/id/eprint/14112 Quan-Baffour, K. P. (2014). Unity in diversity: Ubuntu in the classroom to promote learning among adults from diverse backgrounds. Studies of Tribes and Tribals, 12(2), 239-243. https://doi.org/10.1080/0972639X.2014.11886704 Ramón-Arbués, E., Gea-Caballero, V., Granada-López, J. M., Juárez-Vela, R., Pellicer-García, B., & Antón- Solanas, I. (2020). The prevalence of depression, anxiety and stress and their associated factors in college students. International Journal of Environmental Research and Public Health, 17(19), 1-15. https://doi.org/10.3390/ijerph17197001 Raskauskas, J., Rubiano, S., Offen, I., & Wayland, A. K. (2015). Do social self-efficacy and self-esteem moderate the relationship between peer victimisation and academic performance?. Social Psychology of Education, 18(2), 297-314. https://doi.org/10.1007/s11218-015-9292-z Rider, E. A., Gilligan, M. C., Osterberg, L. G., Litzelman, D. K., Plews-Ogan, M., Weil, A. B., ... & Branch, W. T. (2018). Healthcare at the crossroads: the need to shape an organisational culture of humanistic teaching and practice. Journal of general internal medicine, 33(7), 1092-1099. https://doi.org/10.1007/s11606-018-4470-2 Rogers, C. R. (1965). Some thoughts regarding the current philosophy of the behavioral sciences. Journal of Humanistic Psychology, 5(2), 182-194. https://doi.org/10.1177/002216786500500207 Rubio, F. (Ed.). (2021). Self-esteem and foreign language learning. Cambridge Scholars Publishing. Sander, P., & de la Fuente, J. (2020). Modelling students' academic confidence, personality and academic emotions. Current Psychology, 1-12. https://doi.org/10.1007/s12144-020-00957-0 Schramm-Possinger, M. (2016). Pre-service teachers' humanistic vs. custodial beliefs: Before and after the student teaching experience. Journal of Education and Training Studies, 4(1), 74-87. http://dx.doi.org/10.11114/jets.v4i1.1080 Shakirova, A. A., & Valeeva, R. A. (2016). Humanistic educational technologies of teaching foreign languages. International Electronic Journal of Mathematics Education, 11(1), 151-164. https://doi.org/10.12973/iser.2016.21014a Taylor, P. C. (2018). Enriching STEM with the arts to better prepare 21st-century citizens. In AIP Conference Proceedings (Vol. 1923, No. 1, p. 020002). AIP Publishing LLC. Tolstova, O., & Levasheva, Y. (2019). Humanistic trend in education in a global context. In SHS Web of Conferences, 69, 121. EDP Sciences. Tus, J. (2020). Self–concept, self–esteem, self–efficacy and academic performance of the senior high school students. International Journal of Research Culture Society, 4(10), 45-59. Vaismoradi, M., Jones, J., Turunen, H., & Snelgrove, S. (2016). Theme development in qualitative content Journal of Education, Teaching, and Learning Volume 7 Number 2 September 2022. Page 139-146 p-ISSN: 2477-5924 e-ISSN: 2477-8478 146 analysis and thematic analysis. Journal of Nursing Education and Practice, 6(5), 100-110. http://dx.doi.org/10.5430/jnep.v6n5p100 van Aalst, D. A., Huitsing, G., Mainhard, T., Cillessen, A. H., & Veenstra, R. (2021). Testing how teachers' self- efficacy and student-teacher relationships moderate the association between bullying, victimisation, and student self-esteem. European Journal of Developmental Psychology, 18(6), 928-947. https://doi.org/10.1080/17405629.2021.1912728 Wadaani, M. R. (2015). Teaching for creativity as human development toward self-actualisation: The essence of authentic learning and optimal growth for all students. Creative Education, 6(07), 669. 10.4236/ce.2015.67067 Walters, S., & Kidman, L. (2015). Humanistic coaching. In Becoming a Sports Coach (pp. 95-108). Routledge. Weis, S., Scharf, C., & Gryl, I. (2017). New and even newer fostering innovativeness in primary education. International E-Journal of Advances in Education, 3(7), 209-219. Wilson, C. (2013). The influence of familial responsibility, extracurricular activity participation, and employment status on the undergraduate academic performance of traditional and non-traditional aged students. Master dissertations. Rowan University. https://rdw.rowan.edu/etd/224 Yan, Z., Brown, G. T., Lee, J. C. K., & Qiu, X. L. (2020). Student self-assessment: Why do they do it? Educational Psychology, 40(4), 509-532. https://doi.org/10.1080/01443410.2019.1672038 Yücesan, E., & Şendurur, Y. (2018). Effects of music therapy, poetry therapy, and creative drama applications on self-esteem levels of college students. Journal of Poetry Therapy, 31(1), 26-39. https://doi.org/10.1080/08893675.2018.1396730