Quit smoking (android)



Motivational app for those who want to quit smoking.


  • The amount of time that a user does not smoke
  • The number of cigarettes that the user has not smoked
  • The amount of money saved
  • What the user will get when the quit smoking (1 Week, 1 month, 1 year, 5 years, 10 years)
  • Number of lost days of life
  • The number of cigarettes smoked
  • Progress status of user the organism, when he gave up smoking
  • User Awards
  • User Settings
  • Fully Monetize App (Remove ads, buy Points)
  • Fully prepared localization application for translation into different languages.
  • Admob support (Banner and interstitial)
  • Easy setup application
  • Clean code
  • Documentation included


  • 16.05.2019 – Added support Android 9.x
  • 15.11.2019 – Migrate to Android X

Demo apk



  • Support for our products, we provide only on our support site.
  • We do not provide support in the comments and via email.
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  • Item Support Policy Envato: https://codecanyon.net/page/item_support_policy
  • Speed of response to your ticket may vary from 20 minutes to 5 business days
  • Customization is not included in the extended and regular license
  • We do not teach programming languages (Swift, Java, Obj-c) and the use of mobile development tools (Android studio, Xcode)
  • We do not give tips on how to add, delete, modify features of the application and design.
  • The studio is open from 10 am to 5 pm, except Saturdays and Sundays.


  • We are not responsible for any changes in the source code that you do.
  • We are not responsible for all the decisions of Apple or Google, on the approval of your application to be placed in the digital stores. We are in no way affiliated with Apple and Google, and can not influence the decision of the moderators of these companies.
  • We not responsible for all your actions on your hosting and have questions about your actions on the part of the hosting company.
  • All changes, additions to the application you are doing only at your own risk.
  • We are not responsible for third-party frameworks, third-party platform, which can be used in the application. For support, please contact the authors of third-party services / frameworks
  • We are not responsible for the proper and correct operation of the application development environment installed on your computer.


All additional libraries that we use when writing code in our programs meet the MIT license and Creative Commons CC0 1.0 Universal, correspond to the free dissemination, modification and commercial sale
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Five Basic Needs, Motivation and Visualization


Do you know what human being need so that we can be alive? What motivate us most? Why do we do a certain thing? What are the key elements that move us toward the things we want? We will understand this more when we learn about human basic needs.

The most known theory on the needs of human being is perhaps the theory laid out by Abraham Harold Maslow, 1908-1970, American psychologist and philosopher. His needs hierarchy theory is known under the name of self-actualization theory of psychology. The theory opened the new era of psychotherapy. The theory strongly suggests that the goal of psychotherapy should be the integration of the “self”.

According to Encyclopedia Britanica, Maslow studied psychology at the University of Wisconsin and Gestalt psychology at the New School for Social Research in New York City. He later joined the faculty of Brooklyn College in 1937. In 1951 he became head of the psychology department at Brandeis University (Waltham, Massachusetts), where he remained until 1969. Influenced by existentialist philosophers and literary figures, Maslow was an important contributor in the United States to humanistic psychology, which is sometimes called the “third force.”

Maslow argued on his work “Motivation and Personality” that each person has a hierarchy of needs that must be satisfied. The needs include physiological needs, safety needs, needs for love, needs for self esteem and needs for self actualization. All five needs can be explained as follows:

1 Physiological need: Man needs foods, shelter, sex, heat, water, air, and cloth. These basic elements are commonly known to be essential for being alive. There will be no progress in other areas of life if these needs have not yet to be fulfilled.

2 Safety need: Human being wants security in life. He wants to be safe from all dangers and want to make sure that he can carry on our life without any uncertainty.

3 Love and relationship need: Man wants to be loved and want to be related to others. We can not live alone and need to be recognized by our love ones. The need for love is so strong that it is the major mold of character in the childhood and it is the major ingredient that shape human life in psychological theory.

4 Self esteem need: This level of needs is understood to be for inner fulfillment. Man wants to know that he is important. Besides he wants to feel that sense of importance through himself. This is why it is called “Self esteem”.

5 Self actualization need: The highest level of needs requires human being to understand himself and see the value in his self. He tries to find himself through religion and his spiritual guidance. This is the area that is most meaningful in human being’s life.

The first two levels are more on the physical side. The later three are more on the emotional value. As each need is satisfied, the next higher level in the emotional hierarchy dominates conscious functioning. Maslow believed that truly healthy people were self-actualizers because they satisfied the highest psychological needs, fully integrating the components of their personality. The area can have the strongest force of motivation if used correctly. Understanding the need hierarchy can help us know how to use the right motivation techniques to ourselves and to others.

Motivation is a complex topic that spans virtually all areas of psychology. No one theory is capable of explaining all that we know about motivational processes. Some motives such as hunger, thirst, and sexual activity seem best understood from a biological viewpoint. Other motives appear to be learned, and such motives help to account for the diversity and complexity of human activities. Still other motives are influenced by the cognitive processes in which we engage. Our interpretation of the events around us influences our future motivations.

Visualize ourselves fulfills all above needs will enable us to be closer to what we want in life. This will attract the circumstance and attributes we need. Visualization will make our achievement more possible and a lot easier according to the law of attraction.

Source by Jim Somchai

Find Your Motivation


What motivates you?

It’s an answer you have to find out for yourself. There are so many things that can make you feel motivated, but to choose just one of them may be the hardest part.

Get negative people out of your life for starters. Criticism is always going to happen. Constructive criticism is a good thing and helps growth, but negative criticism isn’t beneficial. I found that when I was being told that my writing wasn’t all that good (on a regular basis) I started to believe it myself. Remove yourself from negative environments and surround yourself with positive people. Smile and think happy thoughts.

Ask yourself questions like-

• What goals do I want to achieve?

• Why am I doing this?

• How soon do I want to see these goals reached?

Have visual goals. Make whatever you’re working towards a visual. Maybe it’s something material like a car, or a vacation you have been looking forward to for the longest time. Take or cut out a picture of it and post it in your environment where you will see it most often. These visuals can be looked at when motivation lacks, and the feeling of continuing towards your goal seems pointless. Picture yourself obtaining that goal and tell yourself you are capable of reaching it.

Draw up a to-do-list. Research has shown that people who write down to-do-lists tend to achieve their goals. Break down the activity into small doable steps instead of having just the final goal. As you achieve each of the smaller tasks, it will help build your confidence that you are indeed on the right path. As your confidence builds, so will your motivation. You will feel encouraged to continue and reach your ultimate goal.

Read books and literature that will help to inspire you. Reading stories about other peoples success can boost motivation levels. Not only will you learn from others peoples’ experiences, but it will also be beneficial in motivating you to keep following the path to reaching your goal.

Find forums and communities within your interest and join up. Talking to other members can be one of the biggest motivational kicks. Social Media sites like Facebook, Twitter, Instagram have groups where you can discuss ideas, get tips from other members to help you get back on track.

Positive statements on Post-It notes around your environment, can also help boost motivation.

MAKE THINGS HAPPEN! Keep on aiming high and go for it!

Source by Christine Munn

Inspiration, Motivation and the Link to Hypnosis – Article Five


In this the final article of the series on the links between inspiration, motivation and hypnosis I wish to reiterate the prime purpose of the articles is to spread knowledge and a basic understanding of hypnotism, in the hope that it will become less marginalized and can be used to better effect for the benefit of everyone. To do that I feel I must point some of the dangers of misuse.

Adolf Hitler was born in 1889 in Austria. In 1908 he moved to Vienna where he rented a room. During the five years he spent in the city he was a regular visitor to the city library.

One of the books Hitler is believed to have been particularly interested in was the work of the French psychologist Gustave Le Bon. Le Bon (1841-1931), had written a book entitled Psychology of the Masses. It had been translated into German in 1908, and records show a copy was delivered to the library frequented by Hitler that same year.

Le Bon’s book describes his theories on crowds and their behaviour. He had identified that group behaviour could be manipulated by hypnotic suggestion, and that few individuals in a crowd possess a sufficiently strong personality to resist such suggestion.

He describes how one individual in a crowd is little more than a grain of sand amidst other grains of sand, which the wind stirs up at will. He identified that individuals, when part of a crowd, became automaton like, no longer guided by their own will.

You only need to see a newsreel of Hitler presenting to a rally to recognise that he is using mass suggestion. It is notable how the delivery is made in a positive and confident manner. Notable too is his use of repetition. Again and again he uses the very same words. Consider why he repeatedly says ‘Jew, Jew, Jew’. Hitler had learnt that repeating a word three times had an identifiable effect on the crowd. Include and repeat, ‘blame, blame, blame’, and you have mass hypnosis being used for sinister purposes.

Work by other psychologists such as Moscovici shows how crowds initially watch and listen to a speaker. By using certain words and behaviour a speaker can very quickly establish a rapport with an audience. Repeated exposure to the same speaker can result in them being viewed with admiration bordering on worship. Every word uttered is accepted as the complete truth.

The members of the audience are likely to reject any attack or criticism of the speaker’s name. Eventually they refuse to believe that the person could possibly be capable of any wrongdoing or crime. In the case of Hitler, many supporters, despite learning the truth about concentration camps, continued to believe that Hitler was unaware of these horrors. In Russia, Lenin, and later Stalin, were equally able to hold sway over mass audiences.

History is peppered with examples of mass hysteria, when otherwise ordinary individuals have been swept up into a mob. During the last 18 years of the 20th century there were approximately 3000 lynchings in America. Almost 300,000 people took part in these mob proceedings.

Mass suggestion still takes place to this day. Watch how newspapers and television can quickly foment hysteria over little more than a football match.

Human behaviour changes little. The mass hysteria Le Bon described in his late Victorian writings still holds true today. You only need to consider the behaviour of people in a riot to realise that they have given up their individual will to the mass consciousness.

Present-day comedians use an aspect of the same phenomenon to improve their performance. One member of the audience will begin laughing. Before long two, then three and four are doing so. Halfway through the performance the whole audience are laughing uncontrollably. Watch some of the short videos on my website if you would like to see a positive use of the phenomena in action. During many of my performances I am convinced some members of the audience do not know why they are laughing yet somehow feel an irresistible need to do so.

Hitler described in his writings how, ‘What you say to the people collectively in that receptive state of fanatical abandonment remains in their mind like an order given to someone under hypnosis, which can not be wiped out and resists all logical argument’.

There have been few in history that have brought such horrific pain and suffering to the world as the psychopath known as Adolf Hitler. Whatever your thoughts are on the man, and you are of course entitled to them, his popularity with a majority of German at that time cannot be denied. My only wish is that in some small way I helped you to better understand why what happened did.

I end by reiterating an important point I made in Article One – the enormous benefits people can gain by having an understanding of what hypnotism is and how it works far outweighs the reasons people often give for maintaining the ‘secret’.

Source by J Bell

Tips on How to Motivate Your English Language Learners to Study ESL


Rod Ellis defines motivation as referring to “the efforts which learners put into learning an L2 as a result of their need or desire to learn” (1995).

The two main types of motivation, intrinsic and extrinsic, can affect the learning process. Intrinsic motivation is task motivation that derives from an inherent interest in the learning tasks while extrinsic motivation refers to the external influences that affect the strength of learner’s motivation such as that which comes from teachers and parents.

While some students have their own intrinsic motivation or external motivation, other students need to be motivated to learn. There are many things that you can do as a teacher in order to motivate students to learn. These strategies are based on various articles I have read below.

Students are more likely to want to learn when they appreciate the value of the classroom activities, and when they believe that they will succeed if they apply reasonable effort. Hence, “student motivation to learn is an acquired competence developed through general experiences but stimulated most directly through modeling, communication of expectations, and direct instruction or socialization by significant others – especially teachers and parents” (Brophy, p.40) When it comes to lower performing learners, teachers realize that such learners are accustomed to experiencing failure, hence, the teacher’s task is to help them experience success.

Here are some strategies and tips that may motivate students and stimulate them to learn.

  • Provide a supportive environment and establish a trusting bond. “Motivation is the feeling nurtured primarily by the teacher in the learning situation” (Ellis, 1994). Greet your students, interact with them, indicate a personal concern about them as individuals.
  • Cater levels of activity to students’ level – try and make sure that the learning tasks pose a reasonable challenge to the students – neither too difficult nor too easy.
  • Help students recognize links between effort outcome – learning is a long term plan of effort and investment.
  • Break down learning steps into digestable pieces.
  • Minimize student’s performance anxiety during learning activities.

Articles on Motivating Students

Brophy, J. Synthesis of Research for Motivating Students to Learn. Educational Leadership, Oct. 1987. p.40-48. (article summary)

Ellis, R. (1994) The Study of Second Language Acquisition. Oxford: Oxford University Press.

Source by Dorit Sasson

A Look at Extrinsic Motivation


Extrinsic motivation is when a person is motivated to do something based on external factors, which come in the form of rewards. The offer of money is a particularly common extrinsic motivator. This is opposed to the concept behind intrinsic motivation where a person is moved to do something in order to help others or simply to make himself or herself happy.

Sometimes extrinsic motivation can be of the positive kind while other times it can be negative. Positive extrinsic motivation can come by way of incentives, money, discounts, etc.

For example many airlines offer discounts as well as air miles and bonuses to convince customers to fly with them instead of their competition.

Many workplaces offer promotions, cash incentives or trips as a form of positive extrinsic motivation in a tangible way. Other forms of extrinsic motivation that are commonly found at offices are intangible forms such as public commendations or praise for a job well done.

When students are offered the chance for a fun class trip or a pizza party for the class that sells the most chocolate bars for the school, this is a form of positive extrinsic motivation.

Extrinsic motivation has its negative side as well. Negative extrinsic motivation can also be used to push people into doing something.

Negative motivation often takes the form of threats, blackmail, bribery or pressure in one form or another. Extrinsic motivation, whether it is positive or negative is usually very effective and easy but also it can take a cruel or crude form.

When someone is threatened with physical harm or their loved ones are threatened with physical harm by an unsavoury individual, negative extrinsic motivation will get the aggressor what they want but by way of fear and intimidation.

It is important to note that extrinsic motivation focuses an individual’s attention on the reward they will receive in the end as opposed to the action or the “doing” aspect.

In most cases what happens is that if the reward is taken away from the person they will then stop doing the action. The same is true with regards to negative extrinsic motivation- a person is motivated by avoiding pain, embarrassment, disappointment by others, public humiliation etc.

This however can work well if a person is engaged in a behavior that another person wants them to stop doing. First give the person an extrinsic reward for doing said behaviour and then take away the reward.

With no reward in sight the person is very likely to stop doing the unwanted activity and the problem will be solved.

Extrinsic motivation is very much a part of many workplaces. Tangible rewards such as promotions, money, newer office equipment or a bigger, brighter office are very common, as are tangible rewards that have to do with being “dressed down” by a superior or being punished in one form or another (such as a demotion or being made to take leave without pay).

Intangible rewards work as extrinsic motivation, which include praise for one’s accomplishments and/or a public acknowledgment of work that was well handled or well done.

Intrinsic motivation does not work as well in the working world because the number one reason people work is to make money to pay their mortgage or rent and all other bills, feed their families and build a life.

As well not every person chooses a job based on how much a given field of work means to him or her.

Many people simply take jobs as a means to an end or look at things such as how close in vicinity the job is to their home, the hours, the rate of pay, etc.

Source by David Peters

Drive: Tapping Into Lawyers’ Intrinsic Motivation


Daniel H. Pink’s 2009 book entitled “Drive: The Surprising Truth About What Motivates Us” (“Drive”) is filled with information that is highly relevant to the legal profession today.

The central thrust of Drive is that motivating professionals like lawyers requires law firms to go beyond the traditional use of sticks and carrots, punishments and rewards. Pink argues that instead of focusing on these external motivators, what law firms need to do is tap into the intrinsic motivational drive of their lawyers. This will result in more engaging and ultimately more satisfying work. Pink argues that this will not only reduce lawyer turnover and burnout, but that it is in fact the secret to high performance.

Pink highlights three key aspects of work that make it more inherently satisfying: (i) autonomy; (ii) mastery; and (iii) purpose. He argues that these components of intrinsic motivation are interdependent and mutually reinforcing – that, like the legs of a tripod, the apparatus of excellence cannot stand without each component in place.

If there is any merit to Pink’s argument, then law firms would be well advised to pay careful attention to each of the three components of intrinsic motivation in their human resource strategies. Here are some ideas on how to do so:

(i) Autonomy: There are five main ways firms can increase their lawyers’ overall sense of autonomy. These include giving lawyers greater leeway over: (i) what to work on (subject autonomy); (ii) when to do their work (time autonomy); (iii) where to do their work (place autonomy); (iv) who to do their work with (team autonomy); and (v) how to do their work (technique autonomy). The idea here is not that firms have to grant their lawyers full autonomy over all aspects of their work. It is simply that law firms have at their disposal five separate channels along which to promote greater lawyer autonomy, and that an increase in autonomy along any one of these five channels will result in a higher level of work satisfaction.

(ii) Mastery: Law firms can promote lawyer mastery by aligning the difficulty of certain tasks with their lawyers’ overall level of skill or development. Pink calls these “Goldilocks tasks” – tasks that are neither too hard nor too difficult. The idea is that in order to develop mastery it is important for lawyers to be engaged; and in order to be engaged they must be presented with challenges that are well suited to their skill level. Tasks that are too challenging result in a sense of being overwhelmed; tasks that are too easy result in boredom; tasks that are neither too hard nor too easy, but “just right” result in engagement. Engagement, in turn, leads to mastery. Law firms that care about developing masterful lawyers should ensure that they are neither overwhelmed nor bored – that overall they are engaged by their work. If firms are able to strike this balance, their lawyers’ work becomes its own reward.

(iii) Purpose: To make their lawyers’ work more satisfying, law firms would also do well to consider increasing the emphasis they place on meaningful, not just profitable, work – that is, work that gives their lawyers a sense that they are making a positive contribution to something greater than themselves. This does not mean rejecting profit as a motive; it simply means making greater room for non-profit driven contributions. This might mean crafting a mission or vision statement that espouses genuine non-profit related values, and ensuring that incoming lawyers share those values. It might also mean placing greater emphasis on pro bono work, and perhaps including it as part of performance reviews. It might even mean hiring professional coaches to work with their lawyers. Whatever the approach, taking steps to instill a greater sense of purpose into the work life of many lawyers will ultimately make them more committed, creative, resourceful, and yes: satisfied.

It is no secret that lawyers are, in general, a notoriously unhappy lot. It is also clear that lawyers are the most important resource of any law firm. Firms that value this resource would be well advised to take seriously the ideas put forth in Drive. In the end, when lawyers are satisfied with their work, everyone stands to win – not just the lawyers themselves, but their colleagues, their firms, and most importantly their clients.

Source by Adam Kay

The Physiological and Psychological Effects of Motivation


Throughout the past couple of decades, many studies have been done regarding the physiological and psychological effects of motivation. Medical professionals and scientists that focus on the areas of neurology, biology, and similar branches of sciences have conducted these studies in an effort to assist individuals who suffer from the effects of low self-esteem, severe depression, and even extreme levels of anxiety. Throughout this article, we will explore the physiological and psychological effects of motivation.

The following was taken from an online report acquired from the ever-popular Psychology Online:

“Although our society is largely extrinsically-motivated by external rewards such as money, fame and power, research has indicated those who are intrinsically-motivated by inner desires for creativity, fulfillment and inner satisfaction are psychologically healthier and happier.”

This indicates, based on a number of studies, that we are not entirely driven by the motivation that is considered to be based on external achievements. In most situations, society drives individuals to seek the gratification of these particular types of rewards. Making more money, purchasing a new vehicle, owning a large home, and even achieving a high level of fame does not constitute happiness at all. Individuals who base their happiness in these types of external motivators often find themselves struggling with their self-confidence, and their general perception of life and their place in it.

Individuals who are driven by internal motivators, such as their basic level of creativity and the ability to develop themselves into the absolute best that they can be, are often more content with themselves, and their life in general. Psychologically, these individuals experience a higher level of self-esteem, and a lower level of depression, anxiety, and other types of mental complications. It has also been established by the conclusive studies that individuals who are content on a psychological level are healthier on a physiological level. Psychology experts consistently strive to prove the correlation between our physical health and our mental health. The study of motivation has led these professionals to believe that if someone does have motivation, not only will they be successful in life, but they can also combat stress, mental illness, and even physical illness.

The Power of Motivation

Motivation is a powerful, moving force that we all have to some degree. We put motivation to work for us on a daily basis. It is a key essential to basic survival – psychologically and physiologically. Motivation is the impulse, obsession, or pure desire to achieve specific goals in our life. In order for motivation to be effective in our lives, the energy that each of us has must work together in an effort to put the power behind the motivation. Motivation moves us – it strengthens us – it puts us exactly where we want and need to be in life. If the motivation that we experience is positive, we are able to optimize our physical and mental health in general.

Individuals who lack enough or the right type of motivation often experience a number of complications in their life. These may complications may include negative emotions, lack of self-worth, frustration, discontentment with life, and even depression. In addition to this, physical symptoms and issues such as an elevation in blood pressure stress on the body, and even ulcers may be effects that linger around the unmotivated individual. If you want to optimize your health, it is important to understand the role of motivation when it comes to physiological and psychological aspects of who we are.

Source by Kevin Sinclair

5 Methods of Energizing and Motivating Your Students


Are your students performing their very best in your class and completing all learning activities on time? Do they always want to be involved in class discussions, eager to be part of the conversations, while demonstrating what they have learned from the assigned reading? Or do you have a typical mix of students, with some who excel, and other who struggle to stay motivated and involved in the class?

For a traditional class, student motivation can be observed. In contrast, online instructors must watch for a different set of cues and develop conditions within a learning management system which are conducive to learning. There is a belief among some educators it is not possible to help students that you cannot see, especially with a quality such as motivation which cannot be visually assessed in a virtual environment. But a student’s level of motivation will influence all aspects of their involvement, from their engagement in the class to their participation in discussions and completion of learning activities such as written assignments.

With the many demands made of an online instructor it is possible classroom management can become the primary focus and it consists of tasks such as participation, feedback, acquiring class materials, and developing class lectures or posts. It can then become fairly easy to miss a student who is gradually disengaging from class until it is too late. This includes spotting a student who is lacking a sense of self-motivation or does not know how to sustain it when they are feeling discouraged, frustrated, or challenged.

While students are expected to be self-directed by nature as adults, it doesn’t mean they are equipped to meet the many demands expected of them as a student. This is the reason why an instructor must be prepared to identify their needs and have motivational strategies ready to assist them.

Motivational Indicators

It is possible for an instructor to gauge the level of involvement of their students in a class by the number of times they have posted responses in the discussion threads and the perceived amount of effort that is put into their written assignments. But that doesn’t necessarily mean it is possible to accurately gauge how motivated the students are when an attempt of some kind is being made to complete their work.

The reason why is that motivation is an internalized state and challenges are acknowledged through statements such as “I’m not certain I can do this” or “this is too hard” or “this isn’t what I expected I would have to do” – anything that will result in a student deciding to give up, quit, or eventually withdraw from the class or their degree program. An instructor will know that this is happening if they have developed open communication with their students and as a result they are willing to share their frustrations and concerns.

Students Who Are Struggling

When students are struggling in their class it can be easy to first assume that they are not trying hard enough, they aren’t utilizing the feedback provided, they haven’t read the assigned materials, or any other number of possible reasons – without being able to pinpoint exactly what they are experiencing. At the beginning of class most students have the highest level of enthusiasm and a sense of hope about a new start, even if there is some anxiety or apprehension mixed in.

It is when a student attempts to participate in class that determines how long their excitement is sustained and there are many factors that can have a negative impact, including a lack of academic skills, feedback they do not accept or understand, a subject that is too difficult to comprehend or does not seem relevant to their lives, or receiving a grade they do not believe they should have earned. This causes an eventual decline in performance and one that may not be intentional or even consciously recognized until an instructor addresses it.

5 Methods of Energizing and Motivating Your Students

Instructors may not always know with certainty why students are struggling but at the heart of most issues is a willingness to keep trying and work on continued self-development, even when it requires them to acquire new knowledge or skills. What instructors can do is to develop a set of proactive instructional strategies that are encouraging in nature and supportive of students’ attempts and progress.

The following five methods have been implemented in my own teaching practice and what I have helped to coach online faculty with through my work with faculty development.

#1. Build Productive Relationships. While this should go without saying for any class, whether it is a traditional or online class, relationships with students always matters. It can have a direct impact on their ability to feel comfortable asking for assistance when needed and that can alert the instructor to potential problems. But developing this type of relationship in a virtual environment isn’t easy and a class that lasts only a few weeks can make it even more difficult.

How a relationship begins is with the attitude an instructor holds and it continues with an ongoing intent to be helpful and approachable. Students must know that their instructors care about them.

#2. Carefully Manage Your Communication. All forms of communication that instructors have with their students matter and must be cultivated with care that the intent of message is clearly made and the tone is not likely to be perceived in a negative manner.

When responding to a student, whether by email or a post in the classroom, it should not be done hastily or when an emotional reaction is felt. The reason why this is so important is that a negative interaction can be de-motivating to a student and a series of these types of interactions can cause a student to disengage from the class.

#3. Be Present, Available, and Accessible. If students are to stay engaged in the class and perform to the very best of their abilities they need to know that their instructor is readily available to assist them whenever they need help. This doesn’t mean an instructor has to be on call at all times or answer questions as soon as they are posted; however, there needs to be an established pattern that students can rely upon.

I’ve found it helpful to have multiple methods of contact that includes email, instant messaging, weekly office hours, sharing my phone number for times when students need immediate assistance, and posting a questions thread in the classroom. This allows me to develop connections with students and it can be very motivating for them to know I am accessible.

#4. Help Make Certain that Students are Adequately Prepared. I’ve found that academic under-preparedness can be extremely detrimental to the mindset that new students hold as they attempt to navigate the course and the requirements they are expected to complete. Even as established students make progress through their degree program they may still struggle with areas of development that can create a mental barrier and ultimately lead to a sense of defeat if they do not receive assistance.

What I’ve done is to share resources that address students’ specific developmental needs in the feedback provided and if I find sources that may benefit the entire class, I’ll share it in a separate classroom post. I’ve found that the more students feel equipped to complete their tasks, the more confident they will be as they make an attempt to do so.

#5. Develop and Use Proactive Outreach Strategies. It is imperative that an instructor always be aware of the classroom conditions and more importantly that they are aware of students who are not actively involved and present in class. It may be helpful to establish a mental baseline for expected performance and over time an experienced instructor develops an instinct for student engagement.

A discussion thread is one way to gauge if students are disengaging from the class. When I discover a student who isn’t posting messages or they are continuing to struggle with their written assignments, I’ll make outreach attempts. First I’ll send an email and try to engage them and if that isn’t successful I’ll make a phone call so that the student doesn’t completely disengage from class. I’ve learned that a personalized approach will go a long ways towards helping students sustain their self-motivation.

Sources of Motivation

Most research about motivation points to the sources of motivation, both internal and external. This means that students may be motivated by a sense of accomplishment (internalized) or a grade (externalized). With a limited amount of time available to get to know students for a typical online class, instructors may never know exactly what the source of motivation is for every student or be able to develop techniques to meet their individual needs, especially when classroom management and instructional duties require a significant investment of time.

What instructors can do is to address self-motivation as a driving factor for student success and use the methods provided above to help students feel self-confident, rather than become easily discouraged and willing to give up. When instructors bridge the distance gap and connect with their students, they will notice the results in the effort they make and the performance level they maintain throughout the class. When students believe someone cares about their progress, and is willing to support them as they make an attempt to complete the class requirements, an increase in self-motivation is likely to likely to occur. You have an opportunity to be that someone for your students and what it takes is showing an interest in your students and being aware of their involvement in class. Your interest in students not only can energize their involvement in class, it can transform and energize your involvement as well.

Source by Dr. Bruce A. Johnson

Equity Theory And Employee Motivation


In business, the Equity Theory of employee motivation describes the relationship between how fairly an employee perceives he is treated and how hard he is motivated to work. Peter Drucker, an author who specialized in economics, first proposed the link between Equity Theory and employee motivation.

The basic idea behind the Equity Theory is that workers, in an attempt to balance what they put in to their jobs and what they get from them, will unconsciously assign values to each of his various contributions.

In addition to their time, workers contribute their experience, their qualifications, and their capability in addition to their personal strengths such as acumen and ambition. Money, of course, is the primary motivating outcome for an employee, but it is not the only, and in some cases not even the most important, factor. Power and status are also prime motivators, as are flexibility, perquisites and variety.

According to the Equity Theory, the most highly motivated employee is the one who perceives his rewards are equal to his contributions. If he feels that he is working and being rewarded at about the same rate as his peers, then he will judge that he is being treated fairly.

This doesn’t mean that every manager should treat every employee identically, because every worker does not measure his contributions in the same way. For example, flexible working hours might motivate a working mother even more than a pay raise. Conversely, though an across-the-board wage increase may delight most employees, the highest producers may become less motivated if they perceive that they are not being rewarded for their ambition. Research on Equity Theory and employee motivation has shown that, in general, over-rewarded employees will produce more and of a higher quality than will under-rewarded, less motivated employees.

Source by Charlie Cory