Navigation

Service-Menü

Hauptmenü



Bereichsmenü

Autoren mit:

WGL Logo

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.



weiterführende Informationen

Weitere Informationen

Möchten Sie auch in die Datenbank aufgenommen werden, haben Sie Änderungswünsche an Ihrem vorhandenen Profil oder möchten Sie Literatur zur Aufnahme in PSYNDEX nachmelden, nehmen Sie bitte Kontakt zu uns auf.

Katja Trillitzsch
Leibniz-Institut für Psychologie (ZPID)
Universitätsring 15,
54296 Trier
Folgen Sie uns auf Twitter

Kontakt und Funktionen

URL der Seite: https://psychauthors.de/psychauthors/index.php?wahl=forschung&uwahl=psychauthors&uuwahl=p07189SP_pub