Sense Of Agency Research Articles

Using culturally sustaining science fiction book clubs to address agency and academic and emotional literacies with Dutch neurodiverse youth

AbstractThis study examines the experiences of 10 neurodiverse students in Amsterdam, Netherlands, who all participated within in‐class youth‐led book clubs that centered science fiction. Over a 6‐month period, the researcher conducted pre‐ and post‐interviews and analyzed these along with transcription data from 24 book club sessions. Findings reveal that book clubs, using culturally sustaining science fiction and healing‐centered facilitative practices, provide opportunities to address students' academic and emotional literacies as well as their sense of agency.

Navigating Identity Changes Through the Digital Migration: A Collaborative Autoethnography of Social Work Educators

ABSTRACT Online educational delivery is reconstituting educator roles, functions, and expectations, and with that, each educator’s sense of identity as a teacher. This collaborative autoethnography (CAE) explores the experience of three social work educators and the ways in which their identities have shifted as a result of teaching online. CAE provides a qualitative analysis framework which allows for an in-depth exploration of personal meaning-making and the commonalities and differences in the narratives of the authors, while making connections to the literature and the larger context of online education. Four themes emerged in our autoethnographic collaboration as being an integral part of our online educator identities and satisfactions in teaching: (1) the centrality of connection with students, (2) values and beliefs about quality teaching and learning, (3) sense of agency and creativity, and (4) modeling the professional use of self. Synthesizing our findings with the extant literature, we discuss how online teaching shapes educators’ identities, including their sense of self, satisfaction, and motivations. Humanizing educators by acknowledging identity changes in online delivery is an important investment in the sustainability of the academic workforce.

Antipsychotics and Identity: The Adverse Effect No One is Talking About.

People who take antipsychotics, and people who are prescribed antipsychotics without taking them, experience effects which are not frequently discussed: effects on their identity and sense of self. Qualitative research indicates the relationship between taking APs and identity is multilayered, and changeable. Taking APs can restore people to their earlier, pre-symptom sense of self. Being prescribed and taking APs can also, on the other hand, be experienced as damaging, erasing and dulling people's sense of who they are. This complexity deserves exploration in clinical practice, which we believe is currently not done routinely. More work is needed to understand whether, and how, the relationship between identity and APs is being addressed. We outline the importance of having discussions in a clinical space around identity, and a sense of agency, on the grounds that true recovery-oriented care, which enacts shared decision-making principles, demands it. Further, we argue that it will allow for better therapeutic alliance and trust to be forged between clinician and client, ultimately leading to better care.

More than fulfilled expectations: An electrophysiological investigation of varying cause-effect relationships and schizotypal personality traits as related to the sense of agency

The sense of agency (SoA) is central to human experience. The comparator model, contrasting sensory prediction and action feedback, is influential but limited in explaining SoA. We investigated mechanisms beyond the comparator model, focusing on the processing of unpredictable stimuli, perimotor components of SoA, and their relation to schizotypy.ERPs were recorded from 18 healthy participants engaged in button-pressing tasks while perceiving tones with varying causal relationships with their actions. We investigated the processing of non-causally related tones, contrasted this to causally related tones, and examined perimotor correlates of subjective expectancy and experience of agency.We confirmed N100 attenuation for self-generated stimuli but found similar effects for expectancy-dependent processing of random tones. SoA also correlated with perimotor ERP components, modulated by schizotypy.Thus, neural processes preceding actions contribute to the formation of SoA and are associated with schizotypy. Unpredictable events also undergo sensory attenuation, implying additional mechanisms contributing to SoA.

The enhancement of temporal binding effect after negative social feedback

ABSTRACT The present study investigated the effect of social feedback on the experiences of our actions and the outcomes (e.g. temporal binding between an action and its outcome, reflecting individuals’ causal beliefs modulated by their agency judgments). In Experiment 1a, participants freely decided (voluntary action) their action timing to cause an outcome, which was followed by social feedback. A larger temporal binding (TB) following negative vs. positive events was found. This effect appeared neither in the random context where the causal belief between the action and outcome was absent (Experiment 1b) nor in the involuntary action context where participants’ action timing was instructed (Experiment 1c). Experiments 2a and 2b examined the effect when the action-outcome was occluded, including reversing the order of outcome and feedback in Experiment 2b. Experiments 3a and 3b investigated the effect with only social feedback or only action-outcome presented. Results revealed that the effect found in Experiment 1 was driven by social feedback and independent of the availability of the action-outcome and the position of social feedback. Our findings demonstrate a stronger temporal integration of the action and its outcome following negative social feedback, reflecting fluctuations in sense of agency when faced with social feedback.

Bridging the Gap between Theoretical Learning and Practical Application: A Qualitative Study in the Italian Educational Context

In the contemporary educational landscape, there is a growing recognition of the transformative impact of practical experiences within traditional learning frameworks. This shift reflects a pedagogical evolution that values contextualized learning and the acquisition of practical skills together with theoretical knowledge. In the Italian educational context, School–Work Alternation (SWA) represents a proactive response to the evolving needs of the workforce and the imperative for educational institutions to prepare students for professional life. This study’s objectives include a deep exploration of students’ SWA experience, evaluating its impact on employability perceptions and the sense of agency, examining the influence of Self-Orientation, and contributing insights to the discourse on integrating practical experiences in education. Employing a mixed methodology and a bottom-up approach, 63 high school students of different Italian regions participated in an online in-depth interview and an ad hoc questionnaire designed to measure the experience of SWA in relation to variables of interest, utility, advantage, perception of support, quality of received mentoring, engagement, and satisfaction. The quantitative results indicate that personal choice significantly influences the perceived usefulness of and satisfaction with SWA, with those students guided by curiosity exhibiting higher utility and satisfaction. Qualitative analysis underscores both positive and negative aspects, with respondents viewing SWA as a useful experience bridging work, corporate, and school realms provided that students are key players in the SWA experience’s choice and that the SWA’s partners are motivated to guide them in this practical training. Moreover, results highlight SWA’s relevance in guiding academic and career paths, emphasizing its potential to offer valuable support to students. This study contributes nuanced insights into integrating practical experiences in education, offering recommendations for educators and policymakers to better prepare students for the dynamic demands of the modern job market.

What to Pack? The Semiotics of Be-Longing(s) of Syrian Displaced Women

This qualitative study focuses on a group of 42 Syrian displaced women who live in Irbid, Jordan. The women went through the traumatic experience of forced eviction from their homes as a consequence of the civil war in Syria. The participants responded to a questionnaire about the most important things that they packed and whether the objects affected their coping with displacement. Our discussion of the socio-semiotic implications of the carried items validates our main thesis that the displaced women were empowered by the agency of commitment to the re-creation of home life away from home by solidly grounding it in the “dailiness” of domesticity. Through concept-driven coding, the study defines the pervasive patterns of the participants’ responses to the questions about their carried objects in relation to concepts of identity, home, and memory. The conclusion confirms that the women’s commitment to their roles as mothers and homemakers, along with their religious faith-based awareness of displacement, contributes to their sense of agency and resilience.

Learning along the Way

The development of open educational resources (OER) plays a key role in addressing the challenge of access to affordable, appropriate, high-quality teaching and learning materials. This is particularly the case in health sciences in South Africa, where there is a strong imperative around local production of contextually appropriate resources that can be openly accessible within institutions and in practice. This case study details the creation and iterative review approaches undertaken by undergraduate medical students in a study module focused on creating chapters for an orthopaedics open textbook through the use of ChatGPT. It also explores the nuances of the lecturer’s process, particularly as relates to assessment, quality, and his ambitions to promote student voice through co-creation. The findings demonstrate that ChatGPT has the potential to be the game changer needed to help build OER production in the Global South, particularly in terms of the speeding up of the process. They also suggest that processes of this kind have a role to play in building students’ critical artificial intelligence (AI) digital literacy skills and in boosting their sense of agency. This work stands to make an important contribution in terms of profiling institutional cases where AI is being used in an innovative, responsible manner in the classroom. It also aims to make a unique Global South contribution to the rapidly emerging global discourse around the use of AI in teaching and learning, and the use of collaborative content development approaches to promote student voice and social justice in higher education.

Non-invasive neuromodulation of the right temporoparietal junction using theta-burst stimulation in functional neurological disorder

BackgroundDisrupted sense of agency (SoA)—the sense of being the agent of one’s own actions—has been demonstrated in patients with functional neurological disorder (FND), and a key area of the corresponding...

Neural correlates of an illusionary sense of agency caused by virtual reality.

Sense of agency (SoA) is the sensation that self-actions lead to ensuing perceptual consequences. The prospective mechanism emphasizes that SoA arises from motor prediction and its comparison with actual action outcomes, while the reconstructive mechanism stresses that SoA emerges from retrospective causal processing about the action outcomes. Consistent with the prospective mechanism, motor planning regions were identified by neuroimaging studies using the temporal binding (TB) effect, a behavioral measure often linked to implicit SoA. Yet, TB also occurs during passive observation of another's action, lending support to the reconstructive mechanism, but its neural correlates remain unexplored. Here, we employed virtual reality (VR) to modulate such observation-based SoA and examined it with functional magnetic resonance imaging (fMRI). After manipulating an avatar hand in VR, participants passively observed an avatar's "action" and showed a significant increase in TB. The binding effect was associated with the right angular gyrus and inferior parietal lobule, which are critical nodes for inferential and agency processing. These results suggest that the experience of controlling an avatar may potentiate inferential processing within the right inferior parietal cortex and give rise to the illusionary SoA without voluntary action.

Representing youth as vulnerable social media users: a social semiotic analysis of the promotional materials from The Social Dilemma

Abstract While participation in social media has become everyday practice among young people, there have been few studies examining how youth as social media users are represented in the media discourse. Focusing on the promotional materials of an award-winning and widely-viewed documentary film, The Social Dilemma, this paper examines the media depictions of youth that attract the public’s attention. Through a social semiotic analysis, we analyzed the representational, interactive, and compositional meanings in the poster and trailer to identify how young people have been represented in the media discourse. Our findings show that they are constructed as vulnerable social media users who are manipulated by social media companies. We argue that such depictions of youth not only negate their sense of agency but also ignore their active engagement in the participatory culture afforded by social media. The implications of such depictions propagate a protectionist perspective of youth. This can undermine efforts towards the development of an empowerment approach in digital literacy education.

The sense of agency in human–AI interactions

Sense of agency (SoA) is the perceived control over one’s actions and their consequences, and through this one feels responsible for the consequent outcomes in the world. We analyze the far-reaching implications of a two-pronged knowledge on SoA and its impact on human–AI interactions. We argue that although there are interesting research efforts for an AI to inherently possess SoA, they are still sparse, constrained in scope and present unclear immediate benefit to the design of AI-enabled systems. We also argue that the knowledge on how human SoA is affected by an AI that is perceived to possess a sense of control presents more immediate benefit to AI, in particular, to eliciting positive human attitudes toward AI. Third, and lastly, we argue that research efforts for an AI to adapt to the dynamic changes of human SoA are practically non-existent primarily due to the difficulty of modeling, inferring and adaptively responding to human SoA in complex natural settings. We proceed by first delving deep into the influential and recent theoretical underpinnings of SoA, and discuss its conceptual reach in different disciplines and how it is applied in real-world research. We organize a substantial part of our paper to put forward and elucidate our three argumentative points while supported by evidence in the literature.

When time does not matter: cultures differ in their use of temporal cues to infer agency over action effects.

Sense of agency (SoA) is the sense of having control over one's own actions and through them events in the outside world. Sometimes temporal cues, that is temporal contiguity between action and effect, or temporal expectation regarding the occurrence of the effect are used to infer whether one has agency over an effect. This has mainly been investigated in Western cultures. However, Western and Eastern cultures differ in their time concepts and thus their usage of temporal cues may also differ. We investigated whether Western and Eastern cultures (Austrian vs. Mongolian students) use temporal cues differently. Participants performed adaption blocks in which actions were followed by immediate (immediate effect group) or by delayed (delayed effect group) effects. In subsequent test blocks the action-effect delay was varied and participants' SoA over the effect was assessed. In Austrian students, the immediate effect group experienced more SoA for short action-effect delays, whereas the reverse was true for the delayed effect group. Thus, temporal expectation rather than temporal contiguity is used as predominant agency cue. In Mongolian students, SoA did not significantly differ between different action-effect delays in both groups, indicating that Mongolian students hardly rely on temporal cues. In conclusion, due to linear time concepts in Western cultures, the timing of an effect may be an important agency cue in Austrian students. However, due to cyclical time concepts in some Eastern cultures, it may be a less important agency cue in Mongolian students. Thus, the use of temporal agency cues is culture-dependent.

Eye did this! Sense of agency in eye movements

This study investigates the sense of agency (SoA) for saccades with implicit and explicit agency measures. In two eye tracking experiments, participants moved their eyes towards on-screen stimuli that subsequently changed color. Participants then either reproduced the temporal interval between saccade and color-change (Experiment 1) or reported the time points of these events with an auditory Libet clock (Experiment 2) to measure temporal binding effects as implicit indices of SoA. Participants were either made to believe to exert control over the color change or not (agency manipulation). Explicit ratings indicated that the manipulation of causal beliefs and hence agency was successful. However, temporal binding was only evident for caused effects, and only when a sufficiently sensitive procedure was used (auditory Libet clock). This suggests a feebler connection between temporal binding and SoA than previously proposed. The results also provide evidence for a relatively fast acquisition of sense of agency for previously never experienced types of action-effect associations. This indicates that the underlying processes of action control may be rooted in more intricate and adaptable cognitive models than previously thought. Oculomotor SoA as addressed in the present study presumably represents an important cognitive foundation of gaze-based social interaction (social sense of agency) or gaze-based human-machine interaction scenarios. Public significance statementIn this study, sense of agency for eye movements in the non-social domain is investigated in detail, using both explicit and implicit measures. Therefore, it offers novel and specific insights into comprehending sense of agency concerning effects induced by eye movements, as well as broader insights into agency pertaining to entirely newly acquired types of action-effect associations. Oculomotor sense of agency presumably represents an important cognitive foundation of gaze-based social interaction (social agency) or gaze-based human-machine interaction scenarios. Due to peculiarities of the oculomotor domain such as the varying degree of volitional control, eye movements could provide new information regarding more general theories of sense of agency in future research.

A Two-Phase Qualitative Enquiry Into Storytelling's Potential to Support Palliative Care Patient-Led Change, Using a Systematic Review Approach.

A terminal diagnosis can diminish an individual's sense of agency and identity. Leading change appears to restore a sense of agential self. The first phase of this literature review explores factors influencing patient-led change across the palliative care ecosystem. The second phase illuminates how storytelling can support palliative care patients in leading ecosystem-wide change. 35 studies were identified in Phase 1 and 36 in Phase 2. This research highlights the need to situate patient leadership activity within a palliative care ecosystem to understand factors likely to support or hinder patient leadership activity within it. The evidence indicates the potential use of storytelling to support patients with a life-limiting illness to lead change across the palliative care ecosystem. This challenges current conceptualisations of such patients and offers them instead as an additional source of palliative care support.

Under pressure: How do science teachers use capital to achieve agency during turbulent times?

AbstractDisruptions to education systems (e.g., the COVID‐19 pandemic) evoke a range of responses from teachers. Teachers are required to learn new skills, attend to students' social emotional needs, modify their instructional approaches, and discover innovative ways to engage their students in science, technology, and engineering courses, all while managing their own professional and personal needs. Although teachers of all disciplines adjust their instructional and curricular approaches in response to disruptions, the impetus for this study was to explore the unique challenges of science teachers during the COVID‐19 pandemic that affected their sense of agency (sense of control). To understand how science teachers acquired, used, and invested in capital (i.e., available resources with the potential to meet identified challenges) to achieve professional agency, we studied 113 science teachers in 2020−2021 when they experienced disruptions associated with the pandemic. An analysis of open‐ended responses from 60 teachers indicates that teachers who achieved agency shared four attributes. They (i) demonstrated an awareness of needed capital, (ii) acquired capital, (iii) used capital, and (iv) dedicated effort toward capital‐building for future use. Our findings inform science teacher educators and schools that are committed to mitigating science teacher attrition by understanding how teachers respond to personal and professional stresses.

How Does Postural Control in Patients with Functional Motor Disorders Adapt to Multitasking-Based Immersive Virtual Reality?

Motor symptoms in functional motor disorders (FMDs) refer to involuntary, but learned, altered movement patterns associated with aberrant self-focus, sense of agency, and belief/expectations. These conditions commonly lead to impaired posture control, raising the likelihood of falls and disability. Utilizing visual and cognitive tasks to manipulate attentional focus, virtual reality (VR) integrated with posturography is a promising tool for exploring postural control disorders. To investigate whether postural control can be adapted by manipulating attentional focus in a 3D immersive VR environment. We compared postural parameters in 17 FMDs patients and 19 age-matched healthy controls over a single session under four increasingly more complex and attention-demanding conditions: simple fixation task (1) in the real room and (2) in 3D VR room-like condition; complex fixation task in a 3D VR city-like condition (3) avoiding distractors and (4) counting them. Dual-task effect (DTE) measured the relative change in performance induced by the different attention-demanding conditions on postural parameters. Patients reduced sway area and mediolateral center of pressure displacement velocity DTE compared to controls (all, P < 0.049), but only under condition 4. They also showed a significant reduction in the sway area DTE under condition 4 compared to condition 3 (P = 0.025). This study provides novel preliminary evidence for the value of a 3D immersive VR environment combined with different attention-demanding conditions in adapting postural control in patients with FMDs. As supported by quantitative and objective posturographic measures, our findings may inform interventions to explore FMDs pathophysiology.

Exploring interactivity effects on learners’ sense of agency, cognitive load, and learning outcomes in immersive virtual reality: A mixed methods study

This study explored the effects of IVR interactivity on learners’ sense of agency, cognitive load, and learning outcomes. The research questions were: 1. “How does interactivity influence the learners’ sense of agency?” and 2. “How does interactivity influence the learners’ cognitive load and learning outcomes?” A mixed-methods experimental design was applied. Safety training interventions, including individually performed IVR scenarios, were held for 68 participants in groups of two to four persons in two work organizations. Single- and repeated-measure questionnaires were the main source of the quantitative data. Qualitative data collection by video recordings and stimulated recall interviews was carried out on 23 persons in total. The results indicate that high interactivity enables a stronger sense of agency for the learners and yields learning benefits by supporting generative cognitive processing. Based on the results, interactivity and learner involvement may be particularly important for achieving affective training goals. Considering the sociocultural and individual factors in training design and pre-briefing the learners are also recommended.

Bodily self-awareness and the onset of ownership illusion

The moving Rubber Hand Illusion (mRHI) is a paradigm which investigates the sense of ownership (SoO) and the sense of agency (SoA) towards an artificial hand. This study aimed to highlight the role of the SoA on the development of the SoO according to the information provided by an actionrelated auditory cue. We expected that a reinforcement of the SoO illusion by the SoA could not occur if the sound of the action was removed. In order to assess the SoO and SoA, 25 participants performed the task in the the active congruent, passive congruent, and active incongruent conditions. Also, the onset time of the SoO in the congruent conditions was reported. The results confirmed our hypothesis, showing that agency did not play a pivotal role in promoting the onset of the ownership illusion if ecological auditory feedback was removed. Further research on the cross-modal assessment of individual bodily selfconsciousness is recommended.&amp;nbsp;

Hope for Success Is Where Your Locus of Control Is. A Psychological Analysis of Relationships Between Hope for Success and Locus of Control in Polish Adolescents

The study aims to investigate relationships between various dimensions of locus of control and hope for success. 495 secondary school students aged 14 to 16 (Mage = 15.54, SD = 0.53) were surveyed. Hope for success was measured using Łaguna et al.’s Questionnaire of Hope for Success. Locus of control was assessed using the Questionnaire of Locus of Control. The results indicate that the two variables are interrelated. The present findings can be used in designing educational activities to support secondary school students’ sense of agency.