PsychAuthors

Literaturliste von Dr. Stephanie Pieschl

letzte Aktualisierung: 13.03.2024

Münchow, H., Tiffin-Richards, S. P., Fleischmann, L., Pieschl, S. & Richter, T. (2023). Promoting students' argument comprehension and evaluation skills: Implementation of two training interventions in higher education. Zeitschrift für Erziehungswissenschaft, 26(3), 703-725.

Pieschl, S. & Glumann, N. (2022). Wissenschaft kann endgültige und wahre Antworten liefern, oder nicht? In G. Steins, B. Spinath, S. Dutke, M. Roth & M. Limbourg (Hrsg.), Mythen, Fehlvorstellungen, Fehlkonzepte und Irrtümer in Schule und Unterricht (S. 45-68). Wiesbaden: Springer Fachmedien.

Pieschl, S. (2021). Will using the Internet to answer knowledge questions increase users' overestimation of their own ability or performance? Media Psychology, 24(1), 109-135.

Pieschl, S. (2018). Ist Medienkompetenz ein protektiver Faktor gegen problematische Mediennutzung? In O. D. Kothgassner & A. Felnhofer (Hrsg.), Klinische Cyberpsychologie und Cybertherapie (S. 180-188). Wien: Facultas Verlag.

Moll, R., Pieschl, S. & Bromme, R. (2017). Whoever will read it - The overload heuristic in collective privacy expectations. Computers in Human Behavior, 75, 484-493.

Moll, R. & Pieschl, S. (2016). Expecting collective privacy: A new perspective on trust in online communication. In B. Blöbaum (Ed.), Trust and communication in a digitized world (pp. 239-251). Cham: Springer International Publishing.

Pieschl, S. & Fegers, S. (2016). Violent lyrics = aggressive listeners? Effects of song lyrics and tempo on cognition, affect, and self-reported arousal. Journal of Media Psychology, 28(1), 32-41.

Pieschl, S. & Moll, R. (2016). For they know not what they do? Target memory and metacognitive monitoring of self-disclosures on social networking sites. Computers in Human Behavior, 64, 43-54.

Minguela, M., Sole, I. & Pieschl, S. (2015). Flexible self-regulated reading as a cue for deep comprehension: evidence from online and offline measures. Reading and Writing, 28(5), 721-744.

Moll, R., Pieschl, S. & Bromme, R. (2015). Blessed oblivion? Knowledge and metacognitive accuracy in online social networks. International Journal of Developmental Science, 9(2), 57-60.

Moll, R., Pieschl, S. & Bromme, R. (2015). Lost in information - Users expect collective privacy in the presence of noise cues. In .

Pieschl, S., Kuhlmann, C. & Porsch, T. (2015). Beware of Publicity! Perceived Distress of Negative Cyber Incidents and Implications for Defining Cyberbullying. Journal of School Violence, 14(1), 111-132.

Bromme, R., Stahl, E. & Pieschl, S. (2014). Epistemological beliefs and students' adaptive perception of task complexity. In S. Krolak-Schwerdt, S. Glock & M. Böhmer (Eds.), Teachers' professional development. Assessment, training, and learning (pp. 123-151). Rotterdam: Sense Publishers.

Moll, R., Pieschl, S. & Bromme, R. (2014). Trust into collective privacy? The role of subjective theories for self-disclosure in online communication. Social Networks. Societies, 4, 770-784.

Moll, R., Pieschl, S. & Bromme, R. (2014). Competent or clueless? Users' knowledge and misconceptions about their online privacy management. Computers in Human Behavior, 41, 212-219.

Pieschl, S. & Porsch, T. (2014). Medienwirkungsforschung zwischen Wissenschaft und Praxis - Überblick und Einleitung zu den Themen dieses Buches. In T. Porsch & S. Pieschl (Hrsg.), Neue Medien und deren Schatten. Mediennutzung, Medienwirkung und Medienkompetenz (S. 7-25). Göttingen: Hogrefe.

Pieschl, S. & Porsch, T. (2014). Cybermobbing - mehr als "Ärgern im Internet". In T. Porsch & S. Pieschl (Hrsg.), Neue Medien und deren Schatten. Mediennutzung, Medienwirkung und Medienkompetenz (S. 133-158). Göttingen: Hogrefe.

Pieschl, S., Stallmann, F. & Bromme, R. (2014). High school students' adaptation of task definitions, goals and plans to task complexity - The impact of epistemic beliefs. Psychological Topics, 23(1), 31-52.

Porsch, T. & Pieschl, S. (2014). Cybermobbing unter deutschen Schülerinnen und Schülern: Eine repräsentative Studie zu Prävalenz, Folgen und Risikofaktoren. Diskurs Kindheits- und Jugendforschung, 9(1), 7-22.

Porsch, T. & Pieschl, S. (Hrsg.). (2014). Neue Medien und deren Schatten. Mediennutzung, Medienwirkung und Medienkompetenz. Göttingen: Hogrefe.

Kuhlmann, C., Pieschl, S. & Porsch, T. (2013). What aspects of cyber cruelty are judged most distressing? An adaptive conjoint study with two independent samples. In M. Knauff, M. Pauen, N. Sebanz & I. Wachsmuth (Eds.), Proceedings of the 35th Annual Conference of the Cognitive Science Society (pp. 2784-2789). Austin, TX: Cognitive Science Society.

Moll, R., Pieschl, S. & Bromme, R. (2013). Sharing in the dark? Target memory and risk awareness in online communication. In M. Knauff, M. Pauen, N. Sebanz & I. Wachsmuth (Eds.), Proceedings of the 35th Annual Conference of the Cognitive Science Society (pp. 3092-3097). Austin, TX: Cognitive Science Society.

Pieschl, S. & Urbasik, S. (2013). Does the cyber bullying prevention program Surf-Fair work? - An evaluation study. In R. Hanewald (Ed.), From cyber bullying to cyber safety: issues and approaches in educational contexts (pp. 205-224). Hauppauge, NY: Nova Science Publishers.

Pieschl, S. & Porsch, T. (2013). Das Präventionsprogramm Surf-Fair gegen Cybermobbing - Eine Einführung. Psychologie in Österreich, 33(1), 14-21.

Pieschl, S., Porsch, T., Kahl, T. & Klockenbusch, R. (2013). Relevant dimensions of cyberbullying - Results from two experimental studies. Journal of Applied Developmental Psychology, 34(5), 241-252.

Pieschl, S., Stahl, E. & Bromme, R. (2013). Adaptation to context as core component of self-regulated learning: The example of complexity and epistemic beliefs. In R. Azevedo & V. Aleven (Eds.), International handbook of metacognition and learning technologies (pp. 53-65). New York: Springer.

Pieschl, S. & Porsch, T. (2012). Schluss mit Cybermobbing! Das Trainings- und Präventionsprogramm Surf-Fair. Weinheim: Beltz.

Pieschl, S., Stahl, E., Murray, T. & Bromme, R. (2012). Is adaptation to task complexity really beneficial for performance? Learning and Instruction, 22(4), 281-289.

Porsch, T. & Pieschl, S. (2012). Cybermobbing und seine Folgen für Kinder und Jugendliche. Soziale Psychiatrie, 36(1), 34-37.

Porsch, T. & Pieschl, S. (2012). Gewalt im Internet als Thema für Seminare im Bachelor-Studiengang Psychologie. In M. Krämer, S. Dutke & J. Barenberg (Hrsg.), Psychologiedidaktik und Evaluation IX (S. 309-313). Aachen: Shaker.

Ferrari, R. & Pieschl, S. (2011). An examination of coping styles and expectations for whiplash injury in Germany: Comparison with Canadian data. Clinical Rheumatology, 30(9), 1209-1214.

Porsch, T. & Pieschl, S. (2011). Victim, bully or both, that is the question! Cyber-bullying among German secondary school students in 2009 and 2010. In M. S. Ö. Odag & Y. Thies-Brandner (Eds.), Proceedings of the 7st Conference of the Media Psychology Division of the German Psychological Society (pp. 61). Lengerich: Pabst Science Publishers.

Bromme, R., Pieschl, S. & Stahl, E. (2010). Epistemological beliefs are standards for adaptive learning: A functional theory about epistemological beliefs and metacognition. Metacognition and Learning, 5(1), 7-26.

Greene, J. A., Muis, K. R. & Pieschl, S. (2010). The role of epistemic beliefs in students' self-regulated learning with computer-based learning environments: Conceptual and methodological issues. Educational Psychologist, 45(4), 245-257.

Pieschl, S., Bromme, R. & Stahl, E. (2010). What can hypertext re-reading tell us about the design of adaptive (metacognitive) help functions? In Systems: Papers from the AAAI Fall Symposium (FS-10-01 (pp. 75-80).

Pieschl, S. (2009). Metacognitive calibration - An extended conceptualization and potential applications. Metacognition and Learning, 4(1), 3-31.

Pieschl, S., Bromme, R., Porsch, T. & Stahl, E. (2009). Does adaptation to task complexity guarantee success in learning? Processes and conditions of beneficial adaptation in self-regulated learning. In N. Taatgen, H. van Rijn, L. Schomaker & J. Nerbonne (Eds.), Proceedings of the 31st annual conference of the Cognitive Science Society (pp. 2638-2643). Austin: Cognitive Science Society.

Pieschl, S., Bromme, R., Porsch, T. & Stahl, E. (2008). Epistemological sensitisation causes deeper elaboration during self-regulated learning. In . G. Kanselaar, V. Jonker, P. A. Kirschner & F. J. Prins (Eds.), International perspectives in the learning sciences: Cre8ting a learning world. Proceedings of the Eighth International Conference for the Learning Sciences - ICLS 2008 (pp. 2-213 - 2-220). London: Lulu Enterprises.

Pieschl, S. (2008). To calibrate or not to calibrate? Conditions and processes of metacognitive calibration during hypermedia learning. Dissertation, Universität, Philosophische Fakultät, Münster.

Pieschl, S., Stahl, E. & Bromme, R. (2008). Epistemological beliefs and self-regulated learning with hypertext. Metacognition and Learning, 3(1), 17-37.

Bartholomé, T., Stahl, E., Pieschl, S. & Bromme, R. (2006). What matters in help-seeking? A study of help effectiveness and learner-related factors. Computers in Human Behavior, 22(1), 113-129.

Pieschl, S., Bromme, R. & Stahl, E. (2006). Hypertext learning, prior knowledge and epistemological beliefs. In G. Clarebout & J. Elen (Eds.), Avoiding simplicity, confronting complexity. Advances in studying and designing (computer-based) powerful learning environments (pp. 421-425). Rotterdam: Sense Publishers.

Pieschl, S., Stahl, E. & Bromme, R. (2006). Effects of task difficulty and epistemological beliefs on metacognitive calibration: A pilot study. In S. A. Barab, K. E. Hay & D. T. Hickey (Eds.), Proceedings of the 7th international conference of the learning sciences (ICLS), Bloomington, Indiana, June 27-July 01, 2006 (pp. 529-535). Mahwah: Erlbaum.

Pieschl, S., Stahl, E. & Bromme, R. (2006). Impact of epistemological beliefs on hypertext learning: A pilot-study. In R. Sun (Ed.), Proceedings of the 28th annual conference of the Cognitive Science Society (pp. 1956-1961). Mahwah: Erlbaum.

Stahl, E., Pieschl, S. & Bromme, R. (2006). Task complexity, epistemological beliefs and metacognitive calibration: An exploratory study. Journal of Educational Computing Research, 35(4), 319-338.

Stahl, E., Bromme, R., Pieschl, S., Hölzenbein, S. & Kiffe, K. (2005). Qualitätsentwicklung bei der Lernsoftware-Entwicklung durch partizipative, formative Evaluation: Das Projektbeispiel "Cyperaceae-Online". Zeitschrift für Psychologie, 213(1), 23-33.

Bromme, R., Stahl, E., Bartholomé, T. & Pieschl, S. (2004). The case of plant identification in biology: When is a rose a rose? Development of expertise as acquisition and use of robust and flexible knowledge. In H. P. A. Boshuizen, R. Bromme & H. Gruber (Eds.), Professional learning: Gaps and transitions on the way from novice to expert (pp. 29-47). Dordrecht: Kluwer Academic Publishers.

Pieschl, S., Bartholomé, T., Stahl, E. & Bromme, R. (2004). What matters in help-seeking? A study of help effectiveness and learner-related factors. Proceedings of the first joint meeting of the EARLI SIGs Instructional Design and Learning and Instruction with Computers. In P. Gerjets, P. A. Kirschner, J. Elen & R. Joiner (Eds.), Instructional design for effective and enjoyable computer- supported learning. Proceedings of the first joint meeting of the EARLI SIGs Instructional Design and Learning and Instruction with Computers (pp. 389-400). Tübingen: Knowledge Media Research Center.

Gervais, R.O., Russell, A.S., Green, P., Ferrari, R. & Pieschl, S. (2001). Effort testing in patients with fibromyalgia and disability incentives. Journal of Rheumatology, 28, 1892-1899.

weitere Schriften:

Pieschl, S. & Karwinkel, V. (2013). I did not write you this before, did I? Destination memory in computer-mediated communication [Abstract]. In M. Knauff, M. Pauen, N. Sebanz & I. Wachsmuth (Eds.), Proceedings of the 35th Annual Conference of the Cognitive Science Society (pp. 4078). Austin, TX: Cognitive Science Society.

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