@article{TetznerBecker2015,
  author    = {Tetzner, Julia and Becker, Michael},
  title     = {How Being an Optimist Makes a Difference: The Protective Role of Optimism in Adolescents' Adjustment to Parental Separation},
  series = {Social psychological and personality science},
  volume    = {6},
  journal   = {Social psychological and personality science},
  number    = {3},
  publisher = {Sage Publ.},
  address   = {Thousand Oaks},
  issn      = {1948-5506},
  doi       = {10.1177/1948550614559605},
  pages     = {325 -- 333},
  year      = {2015},
  abstract  = {This longitudinal study of N = 1,566 adolescents investigated the protective role of optimism in adjustment to parental separation, focusing on two salient challenges faced by adolescents, namely academic achievement and self-esteem. Based on latent change models, the results indicated associations between parental separation and short-term declines in academic achievement as well as short-term and longer term declines in self-esteem. Although optimism in general showed positive associations with academic achievement and self-esteem, its role as a protective factor proved to be particularly important for academic achievement in adjustment following parental separation.},
  language  = {en}
}
@article{KuninaHabenichtHautzKniggeetal.2015,
  author    = {Kunina-Habenicht, Olga and Hautz, Wolf E. and Knigge, Michel and Spies, Claudia and Ahlers, Olaf},
  title     = {Assessing clinical reasoning (ASCLIRE): Instrument development and validation},
  series = {Advances in health sciences education : theory and practice},
  volume    = {20},
  journal   = {Advances in health sciences education : theory and practice},
  number    = {5},
  publisher = {Springer},
  address   = {Dordrecht},
  issn      = {1382-4996},
  doi       = {10.1007/s10459-015-9596-y},
  pages     = {1205 -- 1224},
  year      = {2015},
  abstract  = {Clinical reasoning is an essential competency in medical education. This study aimed at developing and validating a test to assess diagnostic accuracy, collected information, and diagnostic decision time in clinical reasoning. A norm-referenced computer-based test for the assessment of clinical reasoning (ASCLIRE) was developed, integrating the entire clinical decision process. In a cross-sectional study participants were asked to choose as many diagnostic measures as they deemed necessary to diagnose the underlying disease of six different cases with acute or sub-acute dyspnea and provide a diagnosis. 283 students and 20 content experts participated. In addition to diagnostic accuracy, respective decision time and number of used relevant diagnostic measures were documented as distinct performance indicators. The empirical structure of the test was investigated using a structural equation modeling approach. Experts showed higher accuracy rates and lower decision times than students. In a cross-sectional comparison, the diagnostic accuracy of students improved with the year of study. Wrong diagnoses provided by our sample were comparable to wrong diagnoses in practice. We found an excellent fit for a model with three latent factors-diagnostic accuracy, decision time, and choice of relevant diagnostic information-with diagnostic accuracy showing no significant correlation with decision time. ASCLIRE considers decision time as an important performance indicator beneath diagnostic accuracy and provides evidence that clinical reasoning is a complex ability comprising diagnostic accuracy, decision time, and choice of relevant diagnostic information as three partly correlated but still distinct aspects.},
  language  = {en}
}
@phdthesis{Austin2015,
  author    = {Austin, Gina},
  title     = {The mediating role of theory of mind in the relationship between executive function and conduct problems in elementary school-age children},
  school      = {Universit{\"a}t Potsdam},
  pages     = {171},
  year      = {2015},
  language  = {en}
}