A computational model for the ATP–ADP steady‐state exchange rate mediated by adenine nucleotide translocase (ANT) versus mitochondrial membrane potential dependence in isolated rat liver mitochondria is presented. The model represents the system of three ordinary differential equations, and the basic components included are ANT, F0/F1‐ATPase, and the phosphate carrier. The model reproduces quantitatively the relationship between mitochondrial membrane potential and the ATP–ADP steady‐state exchange rate mediated by the ANT operating in the forward mode, with the assumption that the phosphate carrier functions under rapid equilibrium. Furthermore, the model can simulate the kinetics of experimentally measured data on mitochondrial membrane potential titrated by an uncoupler. Verified predictions imply that the ADP influx rate is highly dependent on the mitochondrial membrane potential, and in the 0–100 mV range it is close to zero, owing to extremely low matrix ATP values. In addition to providing theoretical values of free matrix ATP and ADP, the model explains the diminished ADP–ATP exchange rate in the presence of nigericin, a condition in which there is hyperpolarization of the inner mitochondrial membrane at the expense of the mitochondrial ΔpH gradient; the latter parameter influences matrix inorganic phosphate and ATP concentrations in a manner also described.

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In this research we claim that teachers’ enthusiasm matters regarding student engagement in terms of academic cheating. Previous studies found that perceived enthusiasm of teachers is positively related to the intrinsic motivation of the students. However, it was less investigated how perceived enthusiasm is related to cheating. In the first exploratory questionnaire study (N = 244) we found that during the exams of those teachers who are perceived to be enthusiastic students tend to cheat less. In the second questionnaire study (N = 266) we took academic motivations into consideration and we found that the more teachers seem enthusiastic the cheating rate will be lower among university students. Aggregated teacher enthusiasm was positively related to intrinsic motivation, negatively related to amotivation, and not related to extrinsic motivation. Aggregated teacher enthusiasm was directly and negatively linked to cheating and it explained more variance in cheating than academic motivations together. These results suggest that teachers’ perceived enthusiasm can be a yet unexplored interpersonal factor which could effectively prevent academic cheating.