@article{UrbachFayLauche2016,
  author    = {Urbach, Tina and Fay, Doris and Lauche, Kristina},
  title     = {evaluation of innovative ideas},
  series = {European journal of work and organizational psychology : the official journal of The European Association of Work and Organizational Psychology},
  volume    = {25},
  journal   = {European journal of work and organizational psychology : the official journal of The European Association of Work and Organizational Psychology},
  publisher = {Routledge, Taylor \& Francis Group},
  address   = {Abingdon},
  issn      = {1359-432X},
  doi       = {10.1080/1359432X.2016.1176558},
  pages     = {540 -- 560},
  year      = {2016},
  abstract  = {Workplace innovations often take the form of making suggestions about small-range improvements, for example, of processes and work procedures. Research on innovation suggests that people holding a novel idea will often consult their peers first in order to gauge their potential approval and support before proposing the idea to formal decision makers. We argue that peer evaluators' intentions to support an innovative idea depend on the idea's capacity to satisfy or threaten the evaluator's achievement motive. Support intentions will be higher if the idea satisfies the evaluators' achievement motive (idea-motive congruence), and lower if it threatens their achievement motive (idea-motive incongruence); evaluators' affective response is proposed to mediate this effect. Moreover, the intentions attributed to the idea presenter are proposed to affect peers' support intentions. The results of two scenario-based experiments (N = 153 and 123) confirm that motive-incongruent implications of an innovative idea, in particular regarding their fear of failure, reduce the likelihood for peers' support intentions. Results on affective responses were inconsistent across studies, whereas perceiving the idea presenter to hold prosocial intentions was positively related to idea support. Implications for the evaluation of ideas are discussed.},
  language  = {en}
}
@article{WollnyFayUrbach2016,
  author    = {Wollny, Anna and Fay, Doris and Urbach, Tina},
  title     = {Personal initiative in middle childhood: Conceptualization and measurement development},
  series = {Learning and individual differences},
  volume    = {49},
  journal   = {Learning and individual differences},
  publisher = {Elsevier},
  address   = {Amsterdam},
  issn      = {1041-6080},
  doi       = {10.1016/j.lindif.2016.05.004},
  pages     = {59 -- 73},
  year      = {2016},
  abstract  = {Drawing on research on personal initiative in adults, this paper present the conceptualization of personal initiative in the middle childhood, and the development and validation of an eight-item teacher and parent rating scale of children's and adolescents' personal initiative. The psychometric properties and construct validity of the measure were tested in two samples of children in middle childhood (N = 1069-1657) and middle childhood to adolescence (N = 1533). Both the teacher and parent rating scale showed good item characteristics. Results of confirmatory factor analyses supported their hypothesized factorial structure. The agreement of teacher and parent ratings was satisfactory. Evidence on the construct validity of the scale was further derived from a nomological network comprising control cognitions, motivational orientations, and cognitive ability. The measures proved to be invariant across school years and raters. We discuss several avenues for future research on personal initiative in the fields of development and education.},
  language  = {en}
}