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information that is emotionally incongruent to their expectations (e.g., Bell et al., 2012 ; Kroneisen & Bell, 2013 ; Kroneisen, Woehe, & Rausch, 2015 ). Furthermore, it seems that motivational factors are also important. Bell et al. (2014) showed that
behaviours or motivations that quantitative methods cannot fully reveal. These issues could be further investigated through the employment of the qualitative research paradigm (e.g. interviews). In light of this, new directions for future research may be
the current literature that describes users' motivations and effects of microdosing, we find hints supporting the presence of a spiritual narrative in microdosing practice. For instance, Aronov (2019) describes the process through which eastern
induction, moral reasoning, reasoning styles, self-concepts and related motivations, and the heritability of IQ” ( Henrich et al. 2010 , p. 1), as well as personality (for a treatise on the possible origin of WEIRD psychology, see Schulz et al. 2019 ). When
-of-class learning. Engagement : The aim here is to help students become focused and engaged, not distracted by external factors as their learning starts as we know motivation will tend to increase if students understand why they are doing what they are doing. This
knowledge, basic academic skills (e.g., problem solving), study skills (e.g., note-taking, time management), attitude and motivation ( Santangelo & Tomlinson, 2012 ) and, in the case of FL teaching, target language proficiency ( Borja, Soto, & Sanchez, 2015
key aspect of their usage ( Metzner, 1998 ). Of a range of different motivations behind psychedelic usage, approaching the experience with an emotional intent or with a spiritual motivation have been associated with greater likelihood of mystical
altruism ( Graziano, Jensen-Campbell, Todd, & Finch, 1997 ), agreeableness ( Jensen-Campbell, Graziano, & West, 1995 ), determination, focus, sense of humor, motivation and intelligence ( Gallup, Ampel, Wedberg, & Pogosjan, 2014 ). These features would have
least one of the Purpose Freedom themes was N = 45, 22% of total coded responses. Three characteristics of this factor were notable. First, participants expressed motivation to make a conscious effort toward positive life changes and self
-foundational perspective. They suggest that the university capabilities are resource bases, motivation/objectives, resource allocation and coordination mechanisms, and regional outcomes. They used qualitative data from two leading Chinese cities in terms of innovation and
