Extrinsic Motivation Research Papers - Academia.edu (original) (raw)

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- Psychology, Student Motivation And Engagement, Classroom Management, Academic achievement
- by Ian Norris
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- Psychology, Cognitive Science, Consumer Behavior, Materialism

The old adage goes, “If you can find a career doing something you love and get paid for it, you’ve got it made.” On the surface this may sound all good and a sound strategy, but based on research focusing on intrinsic and extrinsic motivation, this in not often the case. Intrinsic motivation is the internally rooted positive draw that one feels towards performing an activity, often expressed by the joy of the experience during the activity or the satisfaction that one feels after the activity is completed. In contrast, offering external rewards, often in the form of money, which influences the actor to perform and complete an activity, produces extrinsic motivation. Beyond simple monetary rewards, other forms of external rewards that develop extrinsic motivation may include positive reinforcement and social approval (Deci, 1971).

- by Justin Lee
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- Psychology, Cognitive Psychology, Organizational Psychology, Personality Psychology
- by keyvan Molanorouzi
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- Physical Activity, Intrinsic motivation, Physical Education, Reliability
- by Sarah McGeown
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- Reading, Intrinsic motivation, Reading motivation, Extrinsic Motivation

The importance of motivation in teaching students at primary school. PLAN: 1.What is the motivation? 2.How many kinds of motivation?What are they? 3.What is the importance of motivation in the learning process at primary school? 1.What is the motivation?Motivation plays a crucial role in teaching and learning process. It is an important factor affecting students' learning and achievement. Students' motivation can be described as students' desire to participate in the learning process. There are some different factors influencing students' motivation. Age, gender, goals, need, interest are some of the main factors. 2.How many kinds of motivation?What are they? There are two most discussed types of motivation: Extrinsic and Intrinsic.

The aim of the study is to identify the main motivational factors within a multinational company. The first objective is to identify work functions, formulated on Abraham Maslow's pyramid, following the identification of the key characteristics that motivate an employee at the work place and last, but not least, the type of motivation that employees focus, intrinsic or extrinsic. The research method targeted a questionnaire based survey, including various company employees and an interview with the manager. The results confirmed that in Romania, employees put great emphasis on extrinsic motivation, a certain income and job security being primary. These results have implications for managers that in order to effectively motivate staff, first, must know their needs and expectations. To identify the main needs and motivational factors we had as a starting point Maslow's pyramid.

The current research uses the principles of reinforcement theory of motivation and self-determination theory and investigates how motivation and rewards impact on job performance of employees. Motivation and rewards are examined from intrinsic and extrinsic perspectives while job performance is measured from the task and contextual performance aspects. Along with that, the mediating effect of job satisfaction has also been investigated between motivation, rewards, and job performance. Using five points Likert scale, the researchers collected data from the managerial and non-managerial staff working in manufacturing and services firms. Non- probability convenience sampling technique is followed to collect 422 empirical responses. Using the structural equation modeling technique, the collected data were subjected to structural analysis. The results indicated that reward and motivation affect employee job performance positively significantly. However, the dimensional analysis indicated an insignificant impact of intrinsic and extrinsic motivation on contextual performance. Besides, the findings substantiate that the relationship between rewards, motivation, and employees’ job performance relationship is also dependent on job satisfaction. The current research provides valuable insights to senior management of manufacturing and services firms on how they can enhance the job satisfaction and performance of their employees by following different motivational and reward approaches in different size firms.

Implementation of the Minimum Wage Policy in 2012 is to recognize Malaysia as a high income and sustainable country by the year 2020. The idea of the implementation has been a challenge that impact, particularly on employment, industry and the economy of a country. Currently, the minimum wage is an important issue in the labour market and economic development; the impacts of this policy are considered and discussed extensively in various aspects such as employment, crime rate, inflation, poverty and small medium industry. Research attention towards individual behaviour such as job satisfaction, job commitment and job performance in the context of the minimum wage is very minimal. More conclusive understanding is needed to determine the effect of the implementation of the minimum wage on individual behaviors in an organization. This paper explores more on past research findings on the effect of implementing the minimum wage in selected countries including Malaysia; and suggests future research specifically in job satisfaction, job commitment and job performance.

- by Steven Charles and +1
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- Organizational Commitment, Job Satisfaction, Minimum Wage, Work Motivation

Motivation is an internal state that causes us to direct attention or engage in or maintain a behavior. So, how do we motivate students to learn? This is the crux of it all. This chapter excerpt describes several theories of... more

This article explores three sources of motivation in goal pursuit: obtaining external rewards, obtaining internal rewards, and maintaining a positive self-concept. First, when people pursue a goal to obtain an external reward (outcome focus), their motivation increases as a function of the extent to which they value the reward and their expectancy that achieving the reward is within reach. Second, when people pursue a goal to obtain internal rewards (process focus or intrinsic motivation), the degree to which an activity is closely associated or fused with the goal increases their motivation. Third, when people pursue a goal to maintain a positive self-concept (self-signal-ing), their motivation is mainly a function of the extent to which they can make internal attributions for their goal-related actions and their expectations that they will remember these actions. We review empirical evidence from psychology and consumer research in support of each of these sources of motivation and discuss the theoretical and practical implications of distinguishing between these sources.

- by Rima Toure-Tillery
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- Intrinsic motivation, Motivation, Extrinsic Motivation, Self-Signalling

Why do we think motivation is so important for learners? Motivation contributes to academic success, but different learners have different ways of acquiring knowledge. Does it mean that motivation also determines learning styles? In this research, we are going to scrutinize and verify the theories and the reality of motivation and its effect on students’ learning styles.

- by Kimhok Taing and +1
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- Learning Styles, Intrinsic motivation, Students Motivation, Extrinsic Motivation

This study aims to examine the job satisfaction among employees in one of the Malaysian banking institutions. In particular, the study explores the differences between intrinsic and extrinsic satisfaction factors. Multistage sampling was employed in this study, whereby simple random sampling and cluster sampling were used. A quantitative (survey) method was employed in this study, in which questionnaires were distributed to 353 bank employees (managerial and non-managerial), but with only 174 valid responses received. The data were then analysed using descriptive statistics and one sample t-test through the Statistical Package for the Social Sciences (SPSS) version 22.0. Based on the findings, the employees at the banking institution were slightly satisfied with their jobs. One sample t-test revealed that the intrinsic and extrinsic satisfaction factors are significantly positive. Hence, the results call upon the management of the bank institution to foster both intrinsic and extrinsic satisfaction factors in order to enhance the employees' satisfaction that will link to the increase of the organisation's productivity.

- by Chan Tak Jie and +1
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- Job Satisfaction, Intrinsic motivation, Banking Industry, Extrinsic Motivation

This study examines the job satisfaction and how it influences turnover intentions of music teachers working in commercial music schools around Klang Valley, Malaysia. The main significance of this study is that it attempted to explore the problem statement by looking through different lenses of Weiner’s Attribution Theory, coupled with the influence of intrinsic and extrinsic factors discussed in Herzberg’s Two-Factor Theory. Subjects of 152 music teachers were taken from a pool of music teachers from the social media through an online survey questionnaire, where items of the questionnaire form were adapted from Weiss’s Minnesota Satisfaction Questionnaire. Findings from Multiple Regression Tests showed that there were three important predictors of music teachers’ job satisfaction, and the predictors were work design (autonomy), advancement and responsibility. Mean scores and results from qualitative open-ended question survey also revealed that music teachers are not happy with their salary, personal growth and advancement; and these are probably the causes of their turnover intentions previously studied in past literatures. The study also provides some recommendations for music owners, managers and principals. The dissertation also reported some limitations observed and discussed some future implications.

- by Yew Chee Chew
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- Music Education, Human Resource Management, Job Satisfaction, Intrinsic motivation

Common to all who undertake the study of motivation and language education is the notion that the more self-determined, internalized, the motivation is the more successful an L2 learner can become. However, common experience indicates that students seek value on the skills they learn specifically students in the tertiary level, which may not fit as something internally driven. Using Deci & Ryan's (1985) Self-Determination Theory, the present study measured the Extrinsic Motivation (EM; Ryan & Deci, 2000) levels of students across the four macro-skills of language. Correlation analyses revealed that the subjects (n=38) employ EM-Integration toward learning Listening and Speaking skills while EM-Identified Regulation toward Writing and Reading skills. Results suggest that providing pedagogical allowances to develop EM may also help improve English proficiency in a way that is meaningful for the students

- by Kevin Samejon
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- Self-Determination Theory, Extrinsic Motivation, English as L2

This study focuses on the effect of extrinsic factor of motivation on employee productivity in public sector. The study was carried out in Kwara State University, Malete Kwara State. This thesis intends to study the effect of training, work environment and remuneration on employee productivity.
This study employs the use of questionnaire for data collection and statistical package for social science (SPSS) version 20.0 was used for data analysis. The data analysis proved that there is relationship between Training, Remuneration, Work Environment and Employee Productivity. The study further established that Remuneration and Work Environment have significant effect on Employee Productivity while Training does not have a significant effect on Employee Productivity in KWASU.

- by Adedotun J Saka
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- Public sector, Motivation, University, Employee productivity

Low motivation in university students is a common factor for several careers in many countries. This element is recognized as a cause of scarce learning of students, and as a generator of attitudes which conspire against success. The kind and intensity of the motivation developed by students are conditioned, among other factors, by the social environment in which they live, and may lead them to adopt patterns of behavior encouraging learning per se, or trending to the search for rewards. Thus, the professors should establish strategies generating intrinsic motivation, not forgetting that the society and the university education are built on bases which favor the development of the extrinsic motivation.

- by Thane Pittman and +2
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- Psychology, Cognitive Science, Social Psychology, Personality

In this paper, I argue that the distinction between valuing something intrinsically and valuing something instrumentally (that is, valuing as an end and valuing as a means) is useful because it can further our understanding of intrinsic and extrinsic motivation. The relationship between value and motivation has strong implications for human well-being, particularly in regards to pedagogy. In response to Shelly Kagan’s claim that the traditional distinction between intrinsic and instrumental value is mistaken, I hold that it is possible and useful to draw such distinction when it comes to assigning value to the activities we engage in. Drawing from Harry Frankfurt’s description of free will and personhood, I then offer an account of motivation as a threshold of internal drive. I further summarize Ryan and Deci’s description of intrinsic and extrinsic motivation, including their idea that different kinds of motivation exist along a spectrum according to the levels of self-determination that they entail. I demonstrate how our understanding of what it means to intrinsically or instrumentally value an activity can help us clarify our understanding of intrinsic and extrinsic motivation. Finally, I explain how these findings can be applied to the practice of education.

- by Gabriel Winter Clark
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- Education, Intrinsic motivation, Intrinsic Value, Extrinsic Motivation

This study investigated the motivational factors of tertiary students for learning English in Aceh, Indonesia. It further examined the year of study and urban/rural provenance influences on their levels of motivation. Approximately 56 university students participated in this research. The research instrument was a closed-ended questionnaire consisting of 10 items adapted from the Attitude/Motivation Test Battery (Smythe & Gardner, 1981). Three types of motivation were measured: intrinsic, extrinsic/instrumental and integrative (Noels, 2003). The findings showed that integrative motivation/international posture was the popular motive for learning English (M=5.369), followed by intrinsic (M=4.991) and extrinsic/instrumental motivations (M=4.732). This indicated that English was learned in order to converse and associate with foreigners from other countries who speak English. We further presume that this may have also been triggered by the increasing number of foreigners who are entering Aceh either for work or tourism after the earthquake and tsunami disaster which struck the province in 2004 and " opened " to the world the previously " closed " province due to political conflicts. Therefore, the year of study and the areas in which they came from did not affect their levels of motivation as both showed no significant differences between these variables.

The aim of the research was to evaluate the structural validity of the Lithuanian version of the Sports Motivation Scale in the context of the disability sport. This study included 66 athletes with hearing and visual impairment (45 men and 21 women). The average age of the research participants was 26.5 ± 11.7 years, they used to participate in sport activity for 10.1 ± 7.6 years. Athletes who participated in the research were representatives of goalball, tennis, athletics, swimming, basketball and other sports. 39 athletes were prize winners in World and European championships. The participants of the research completed the questionnaire based on the Sports Motivation Scale (SMS) already adapted in Lithuania. Data were processed using Jamovi program. SMS psychometric parameters demonstrated good internal scale compatibility. In the confirmatory factor analysis, a 4-factor model suitable for data analysis (CFI – 0.881; TLI – 0.863; RMSEA – 0.0710; χ2 / df 1.439) was identified which comprised 20 SMS items. The structure of the model consisted of factors that characterize athletes’ intrinsic motivation – “to discover” (1), intrinsic motivation – “to feel self-improvement” (2), extrinsic motivation – “need for social dependency” (3) and “amotivation” (4).

The purpose of this research project will be to ascertain and identify the key motivations of people who participate in endurance running groups in Co.Louth, Republic of Ireland.
There has been a significant rise in the numbers of participants in long-distance running events in Ireland over the last couple of years. While there is an extensive body of research done on motivation and social psychology in relation to sport, very little documentation exists from an Irish perspective regarding the motivations of these people and why individuals choose to run in these events. The advent of Fit 4 Life groups being implemented by Irish athletics clubs has contributed to the increased participation in endurance running in Ireland. 19 subjects, 11 female and 8 males ranging in age from 20-60 were asked questions in 3 separate focus groups regarding their motivations to participate in a running group using a transcendental existential phenomenological approach. The results found that the male subjects interviewed were more motivated by improving and maintaining consistency in their training while females were generally motivated by being supported and encouraged in a friendly relaxed atmosphere. While training to achieve personal best times was also important to the women interviewed, the social opportunity, sense of belonging and camaraderie within the group tended to be the most enjoyable aspect of their involvement. Other factors were also highlighted including economic necessity, sense of affiliation in representing their club/group and being able to meet and share their information and experiences with other runners. This research has the potential to further develop the existing Athletics Ireland Fit 4 Life scheme and tailor it more towards gender-specific needs as well as creating a friendlier social atmosphere at the Meet and Train sessions that the clubs/groups host.

- by John Matthew B . Jobo
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- Management, Business Administration, Statistics, Data Analysis

Self-determination Theory explains the factors of intrinsic motivation (autonomy, competence, and relatedness) and of extrinsic motivation (internalization and integration) that support personality development and behavioral... more

This study aims to examine the job satisfaction among employees in one of the Malaysian banking institutions. In particularthe study explores the differences between intrinsic and extrinsic satisfaction factors. Multistage sampling was employed in this study, whereby simple random sampling and cluster sampling were used. A quantitative (survey) method was employed in this study, in which questionnaires were distributed to 353 bank employees (managerial and non-managerial), but with only 174 valid responses received. The data were then analysed using descriptive statistics and one sample t-test through the Statistical Package for the Social Sciences (SPSS) version 22.0. Based on the findings, the employees at the banking institutionwere slightly satisfied with their jobs. One sample t-test revealed that the intrinsic and extrinsic satisfaction factors are significantly positive. Hence, the results call upon the management of the bank institution to foster both intrinsic and extrinsic...

- by Rosmiza Bidin
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- Job Satisfaction, Intrinsic motivation, Banking Industry, Extrinsic Motivation

The aim of this research is to examine the relationship between university students' attitudes towards learning and their academic motivations. This is a relational survey model study and the population composed of university students studying at a state university. The sample is composed of the university students determined according to stratified sampling method among the related university students. The "Attitude Toward Learning Scale" and "Academic Motivation Scale" were used in the study. According to the results of the study, it was found that the students' attitudes and motivations for learning differ in favor of the females, there was a moderately positive and meaningful relationship between attitude towards learning and academic motivation, and that there was no significant difference in academic motivation as well as in attitudes towards learning of students according to school type. In addition, it was concluded that there was a high and positive correlation between intrinsic and extrinsic motivation and academic motivation, and that there was a low and negative correlation between amotivation and academic motivation.

This literature review examines language-learner motivation in Saudi Arabia. There has been a great deal of investment by the Saudi government in English as a Foreign Language education, but unfortunately the results have not matched expectations. Saudi students are generally considered to be lacking in motivation, which has surely played a part in those disappointing results. As a basis for further discussion, student motivation theory is discussed, starting from Gardner and Lambert and finishing with Dornyei. The situation in Saudi Arabia is looked at with regard to the condition of Saudi students and the Saudi system. Then, as I believe cultural factors play an important part in shaping the mindset of Saudi students, I have looked at this in terms of Hofstede’s analysis of Saudi Arabia, ‘Integrativeness’ and English as a lingua franca. Finally, my own experiences in Saudi Arabia are related to the literature review in the light of 3 perspectives of ‘integrativeness.’

This paper gives an overview of knowledge sharing in workplace. Based on the review of critical literatures by the authors, they infer that knowledge sharing in workplace can be influenced by motivators and demotivators. Activities of knowledge sharing in organizations may be on organization level or individual level. Knowledge sharing of both levels is critical to the success or failure of knowledge management inside and outside of organizations. Age, culture, and industry were all found to affect knowledge sharing among
workers. A common stereotype is that older workers hoard knowledge because they are more insecure and feel threatened by younger workers. Since older workers have more valuable knowledge, younger workers needed to entice their older colleagues to share their valuable knowledge with them. The paper focus on motivators and demotivators to sharing Knowledge in workplace. Theories and research pertaining to why workers share knowledge are reviewed. While all industry need knowledge and innovation, it is also true that the pace of change and the need to innovate differs from industry to industry. Technology was acknowledged to have a high important role in increasing productivity of knowledge sharing. It plays a critical role in creating, storing and distributing explicit knowledge in an accessible and expeditious manner.

Understanding human behavior in workplace has been one of the most prioritized tasks for any organization. This is due to major changes like globalization and technological advancement that change in the structure of the business done,... more

I am interested in motivation as this seems to be the most relevant student-related problem within my current teaching environment (I teach mainly low-level learners at a private language school in Saudi Arabia). It is my perception that many of these low level learners seem to have weak intrinsic motivation which may manifest itself in sporadic attendance, poor test results and apathy towards progression. “Motivation is what drives learners to achieve a goal, and is a key factor in determining success or failure in language learning” (Thornbury, 2006). A small survey-based action-research project was carried out and evaluated.

Kasturba Gandhi Balika Vidyalaya (KGBV) scheme acts as an extrinsic intervention. To study the effect of Kasturba Gandhi Balika Vidyalaya (KGBV) scheme on academic motivation the research was designed to compare the motivational aspects between the girl-students of the beneficiary of the scheme and their non-beneficiary of the scheme. Data was collected by administering Motivation Strategies for Learning Questionnaire (MSLQ) on randomly selected two groups – Study Group ((KGBV) and Reference Group (RG); the number of participants in the two groups were 200 and 247 respectively. In Self-Efficacy, Intrinsic Value, Cognitive Strategy Use, Self-Regulation, and MSLQ in total the KGBV group on an average expressed their significantly higher motivation and in Test Anxiety the result was reversed. Form the result it may be concluded that the KGBV scheme had positive impact in development of academic motivation of the KGBV hostel dwellers.

- by IERJ Journal
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- Self Regulation, Intrinsic motivation, Academic Motivation, Extrinsic Motivation

Game Based Learning (GBL) is often promoted by those who wish to improve learning by increasing pupil motivation. Playing games is considered to be an intrinsically motivating activity. Unfortunately, many GBL games aren’t intrinsically motivating. Better understanding and application of motivational models to GBL design may help both GBL designers as well as educators in general make more enjoyable learning experiences. Self Determination Theory (SDT) is a motivational theory that providesawayofunderstandinghumanmotivationinanycontext(Deci&Ryan2000). SDTsuggests that humans are motivated by Autonomy, Relatedness, and Competence (ARC). There is a growing body of evidence to support the theory that high perceived support for ARC is related to feelings of high intrinsic motivation (Przybylski et al, 2012, Przybylski, Rigby and Ryan, 2010, Gagne & Deci, 2005). SDT also offers a path from extrinsic, towards intrinsic motivation. If we can apply SDT to games, or education in general, we might be able to improve the experience of the learner such that they perceive activities as enjoyable, interesting and intrinsically motivating. To test whether SDT could encourage and predict engagement in a GBL context, a Serious Game (Career Quest), was designed and implemented. Thegametaughtemployabilityskillstofinalyear“SeriousGames”studentsatGlasgow Caledonian University but the primary purpose of the game was to implement SDT overtly and investigate whether we could measure differences in engagement or motivation for players who had greater or lesser ARC support. 37 students played the game for 10 minutes at the beginning of class over a period of 4 weeks. In addition to this compulsory play session, there was a different, optional challengedaily. Engagementwiththedailytaskwasusedasanimplicitmeasureofengagementwith the intention of validating standard SDT questionnaires that measure engagement. Results indicate that the implementation of the SDT model in this game cannot fully explain levels of engagement. The degree of engagement with the optional Daily Task was not predicted by the either the level of ARC support given to players or a selfreport questionnaire that assessed student interest in their Serious Game class. Possible explanations are discussed including the subtle distinctions between objective ARC support and perceived ARC support as well as the idea that SDT may require an additional component such as “Purpose” to predict engagement.

- by David Farrell and +1
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- Serious Games, Career Guidance Counseling, Motivation (Psychology), Game Design

This conceptual paper describes the important role of motivation in organizations and the Self-Determination Theory that is an approach to human motivation and personality based on humans' evolved inner resources for personality development and behavioral self-regulation. Some management implications of this theory are discussed to improve motivation of employees and performance of organizations.

- by Mario Coccia
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- Self-Determination Theory, Autonomy, Intrinsic motivation, Self-regulation
- by Roberta C Veale
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- Marketing, Conjoint Analysis, Country of Origin, Wine Marketing

Abstract
This study intended to investigate Saudi undergraduates' preferences for extrinsic/intrinsic motivational constructs as well as to identify any statistically significant difference in the perception of English major (EM) and non-English major (NEM) undergraduates in the EFL context of Taif University, Saudi Arabia. Participants were 335 NEM; male and female IT and medicine undergraduates, and 375 EM; male and female English major undergraduates who responded to a 30-item self-reported 5-point Likert-scale structured questionnaire. The results of the study indicated that Saudi undergraduates have greater extrinsic motivation for learning English but their intrinsic motivation is also fairly high: this is rather true for English-major cohort represented by EM sample of this study. The findings also suggested that motivation is a complex and multi-dimensional construct that requires the faculty to exploit not only the extrinsic but also the preferred intrinsic constructs as well for sustained and long lasting English learning motivation. The sample of the study exhibited strong inclination to use Internet, English films and talk shows for their educational purposes.

Abstract
Purpose
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The purpose of this paper is to examine underlying linkages between employees
’
intrinsic/extrinsic motivation and their task/contextual performance in a Pakistani health care and
educational context. Employees
’
affective occupational and organizational commitments were
proposed as mediators to explain these relationships.
Design/methodology/approach
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Data were collected from 181 doctors from a Pakistani hospital
and 135 academics from a Pakistani university and analyzed using Baron and Kenney (1986) approach
and Preacher and Hayes (2008) bootstrapping approach for testing multiple mediators simultaneously.
Findings
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As expected, intrinsic motivation is related to task performance (TP) and this relationship is
mediated by affective occupational commitment. Extrinsic motivation is related both to TP and contextual
performance (CP) and these relationships are mediated by affective organizational commitment.
Research limitations/implications
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Research has implications both for practitioners and
academicians. The results highlight how different motivational orientations can produce different
results and managers need to understand the different needs of employees while devising their human
resource strategies. Employees can differ in their motivational orientations depending on their level of
need, and can accordingly differ in their subsequent attitudes, performance and behaviors. Employees
also need to choose jobs carefully after evaluating their motivational orientations.
Originality/value
–
The current study recognizes the multi-dimensional nature of motivation and
differentiates the effects of intrinsic and extrinsic motivational orientations of employees by establishing
the unique linkages between these orientations and employee task and CP. The study also examines
differential role of two foci of employee commitment in analyzing the main effects.

- by amna Yousaf and +1
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- Task Performance, Contextual Performance, Intrinsic Motivations, Extrinsic Motivation

The pandemic generated by the Coronavirus COVID-19 challenged universities to go exclusively online thus affecting both the education and personal life of teachers and students. This work analyzes the perceptions of Lithuanian and Romanian university students as regards the extrinsic and intrinsic motivation of online learning during the pandemic. Following the technology acceptance theory, extrinsic motivation has been operationalized as the perceived usefulness and intrinsic motivation as the perceived enjoyment. Although the results show a low to moderate motivation for online/distance learning, interesting differences between the two motivating factors have been found, as well as between the perceptions of students from the two countries.

- by Vincentas Lamanauskas and +1
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- Human Computer Interaction, Online and Distance Education, Intrinsic motivation, Online Lectures/ Distance Learning

- by Kalpina Kumari
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- Performance Studies, Employee Motivation, Performance Management, Performance Art

In cerebral ischemia, there is no enough blood flow for the metabolism of brain tissue. • Apoptosis has a major role in cell death following cerebral ischemia. • Apoptosis occurs through two general pathways of intrinsic and extrinsic following cerebral ischemia. • Calpain, caspases, and JNK are among the most important molecules involved in cerebral ischemic-induced apoptosis. Cerebral ischemia is a disease in which there is no enough blood flow to provide essential nutrients for brain activity and metabolism. Following the stroke, the occurrence of two types of disorders is probable, including ischemia (85%) and haemorrhage (15%). In cerebral ischemia conditions, various mechanisms cause neural death, including increased extracellular glutamate amino acid concentration, inflammation, oxidative stress, apoptosis, and necrosis-induced cell death. Each of these mechanisms can potentially spread into the adjacent cells and tissues through distinct molecular cascades. Although several mechanisms are involved in cerebral ischemia pathogenesis, apoptosis plays a major role in cell death following cerebral ischemia. After the onset of focal cerebral ischemia, the core region in the ischemic brain with severe blood flow is lethally damaged, leading to cell death. Following cerebral ischemia, apoptosis occurs through two general pathways of intrinsic and extrinsic. The role of mitochondria and the released cytochrome C leading to stimulation of caspase-3 is prominent in the intrinsic pathway. But, the extrinsic pathway initiates with the activity of death receptors located on the cell surfaces of neurons, causing stimulation of caspase-8. Calpain, caspases, and c-Jun N-terminal kinases are considered key molecules involved in the cell apoptosis molecular pathway. This study aimed to describe the apoptosis process in cerebral ischemia by the use of key apoptotic molecules.

Workplace learning is a critical tool for both employees and organisations in their continuous adjustment to various global trends reshaping our workplaces, economies and societies. Workers learn most when engaging in new and challenging activities in which they are granted sufficient autonomy to solve issues themselves or in collaboration with their colleagues or mentors. Findings based on the data from the 2019 European Company Survey indicate that informal learning is the key aspect of workplaces in terms of company performance and employee wellbeing. Such results call for more attention from policy-makers and organisations’ management to various forms of informal learning at the workplace. This is particularly the case when considering the apparent lack of beneficial effects of formal and non-formal learning on employee wellbeing and company performance. These findings illustrate the overwhelming prominence of informal learning at the workplace compared to formal and non-formal learning forms. They also indicate the often untapped learning potential that exists at workplaces. However, analyses show that most companies are still not offering optimal learning environments and opportunities to their workers. Such a situation hurts both employees and companies but also presents an opportunity for action at organisational, national and international levels. Such an action would aim to create institutional conditions, legal frameworks, learning resources, and incentives for companies to start organising their workplaces in a way that will facilitate workplace learning, especially its various informal forms.

This paper attempts to illustrate how bureaucracy and the type of leadership can affect the motivation
of employees in an organization. I seek to clarify the concept of rationalization of work and the
charismatic leader to describe how it sparks the individual motivation. While existing researches
widely focused on the positive and negative sides of the rationalized work and bureaucracy, not many
developed the role of leaders and motivations. This paper portrays how rationalized work and
charismatic leader can shape the motivation of employees. The various dimensions of rationalization
will be analyzed firstly in order to show how they can specifically influence the motivation negatively.
Then, the aspect of charismatic leadership will be covered by showing how it can be used to restore
the latter diminished employee motivation in such organizations.