Stability and Change in Adolescents' Sense of Agency: Contributions of Sex, Multiple Risk, Pandemic Stress, and Attachment to Parents.

Although literature states that individual, relational, and contextual factors contribute to adolescents' sense of agency, more research is needed to clarify and understand how adolescents develop this belief over time. The current study examined the stability/change trajectories of the sense of agency during adolescence, specifically across high school, analyzing whether attachment to parents over time, adolescents' sex, cumulative risk in baseline, and pandemic-related stress explained these trajectories. The sample included 467 Portuguese adolescents (40.7% were males; Mage = 15.58 years, SD = 0.80), evaluated three times across 18 months. This work yielded three significant findings. First, adolescents' sense of agency significantly increased over time, with significant between-subject variance at the initial levels but not at the growth rate. Second, attachment to parents consistently links to adolescents' sense of agency across time, despite the differential contributions from attachment to mothers and fathers. Third, boys reported greater growth in the sense of agency than girls. Adolescents' cumulative risk at T1 predicted lower initial levels of sense of agency, whereas higher pandemic-related stress predicted less growth of the sense of agency. These findings emphasize the contributions of individual and family characteristics and the role of the broader social context in shaping the development of adolescents' sense of agency. The findings underline the need to consider further the differential influences of adolescents' relationships with mothers and fathers to understand changes in adolescents' sense of agency.

Morality in the flesh: on the link between bodily self-consciousness, moral identity and (dis)honest behaviour.

The sense of owning a body (ownership) and controlling its actions (agency) are two main pillars of bodily self-consciousness (BSC). Although studies suggest that BSC signals and morality may be associated, whether such association has a positive or negative direction remains unclear. To investigate this issue, we conducted two pre-registered, online studies, in which a total of 1309 participants completed BSC- and morality-related questionnaires and undertook a task where they could cheat for monetary gain. We found that participants with high sense of ownership displayed high moral identity, which supports the notion that ownership is used to associate the self with positive characteristics. Moreover, high agency was associated with increased moral identity when sense of power is high. Results regarding deception are less clear, and might relate to the impact of COVID-19. Our results concerning moral identity may inspire policies that rely on changes of corporeal awareness to contrast immorality.

Rural title I school teachers' and parents' perspectives on parent involvement at home during the COVID-19 pandemic

Parent involvement has a positive influence on academic performance of students. However, the level and experiences of parent involvement in rural Title I schools serving kindergarten through third (K-3) grade students during the COVID-19 pandemic was unknown. The purpose of this basic qualitative study was to explore early childhood teachers' and parents' perspectives on parent involvement in the home during the COVID-19 pandemic for two rural Title I schools serving K-3 students in the southern United States. Bronfenbrenner's bioecological systems theory of human development and two of Epstein's six types of parent involvement (communication, learning at home) framed this study. Eight teachers who had been employed in grades K-3 for a minimum of 1 year and eight parents who had a student enrolled in grades K-3 in the same school were purposefully selected for interviews. Interview transcripts were analyzed using an inductive process to reveal four themes for teachers and parents: (a) communicated in multiple ways;(b) collaborated in multiple ways;(c) shared resources with stakeholders;and (d) discovered their increased agency from challenges. Teachers and parents both shared they increased their sense of agency and involvement by addressing challenges due to changes related to COVID-19;therefore, it is recommended that more studies investigate the ways teachers and parents have increased their agency by responding to challenges related to parent involvement in rural Title I schools. This study can result in positive social change by increasing school stakeholders' understanding about the importance of parent-teacher communication and involvement in children's education in the home specifically in rural settings during the COVID-19 pandemic. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Studying sense of agency online: Can intentional binding be observed in uncontrolled online settings?

Intentional binding is often used as an implicit index of the sense of agency. However, intentional binding research has primarily been conducted in controlled lab environments. During the COVID-19 global pandemic, there has been a shift to implementing studies using online platforms and it is an open question whether the intentional binding effect can be found using an online experimental set-up and participant sample. Here, we address this question by asking online participants to complete the Libet clock version of the intentional binding task, which we make freely available to researchers as a jsPsych (De Leeuw, 2014) plugin. Intentional binding was observed in the form of later keypress estimates and earlier auditory tone estimates, when the auditory tone followed the keypress. These findings confirm that intentional binding can be assessed in online contexts. We discuss these findings in relation to the broader intentional binding literature.