Prof. Dr. Stephanie Pieschl

Prof Dr Stephanie Pieschl

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Academic Degrees

  • 2015 Habilitation in Psychology, Westfälische Wilhelms-Universität Münster, Germany
  • 2008 PhD in Psychology, Westfälische Wilhelms-Universität Münster Germany
  • 2002 Diploma in Psychology, Westfälische Wilhelms-Universität Münster, Germany

Positions

  • since 2019 Assistant Professor (W2) for Learning, Development, and Psychological Research Methods, Technische Universität Darmstadt, Germany
  • 2017–2018 Senior Lecturer (Educational Psychology), School of Education, The University of Newcastle, Australia
  • 2016–2017 Senior Researcher, Educational Psychology (group of Prof. Rainer Bromme), Westfälischen Wilhelms-Universität Münster, Germany
  • 2015–2016 Full Professor (Interim) „Instructional Psychology and New Media“, Julius-Maximilians-Universität Würzburg, Germany
  • 2002–2015 Researcher and Senior Researcher, Educational Psychology (group of Prof. Rainer Bromme), Westfälischen Wilhelms-Universität Münster, Germany

Projects, Networks, Awards, and Memberships (Selection)

  • since 2017 Associate Editor “Psychology Learning and Teaching”
  • since 2012 Editorial Board “Metacognition and Learning”
  • 2012-2017 Co-PI DFG Graduate Research School „Trust and Communication in a Digitized World“
  • 2011-2012 Management Committee Substitute Member COST Action IS0801 “Cyberbullying: coping with negative and enhancing positive uses of new technologies, in relationships in educational settings”
  • 2007–2011 Coordinator Special Interest Group (SIG) 16 “Metacognition” of the European Association for Research on Learning and Instruction (EARLI)
  • 2005–2010 Member of “REB-Net” (Network “Research on Epistemological Beliefs”, DFG)
  • 2009 PhD Thesis Award of the Division Educational Psychology of the German Psychological Association (Deutschen Gesellschaft für Psychologie e. V., DGPs)
  • 2006 Research visit with Prof. Dr. Philip Winne, Simon Fraser University (SFU), Burnaby, British Columbia, Canada
  • 2003–2006 Member of the Virtual PhD Program VGK „ Knowledge Acquisition and Knowledge Exchange with New Media“ of the Deutsche Forschungsgemeinschaft (DFG)
  • 1998/1999 Internship with Dr. Roger O. Gervais, Neurobehavioural Associates, Clinical and Consulting Psychologists, Edmonton, Alberta, Canada

Research Topics

  • Self-regulated learning, metacognition, and epistemic beliefs
  • Learning and problem solving with digital media and the Internet
  • Violent media, cyberbullying, and prevention
  • Social Media, digital communication, and digital privacy
  • Subjective theories and misconceptions about education and about media

Selected Publications

  • 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. doi: 10.1016/j.chb.2016.06.008
  • 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, 32-41. doi: 10.1027/1864-1105/a000144
  • 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, 111-132. doi:10.1080/15388220.2014.971363
  • 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. doi:10.1016/j.appdev.2013.04.002
  • 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. doi:10.1016/j.learninstruc.2011.08.005
  • 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. doi:10.1007/s11409-009-9053-5
  • 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. doi:10.1080/00461520.2010.515932
  • Pieschl, S. (2009). Metacognitive calibration – an extended conceptualization and potential applications. Metacognition and Learning, 4(1), 3-31. doi:10.1007/s11409-008-9030-4
  • Pieschl, S., Stahl, E., & Bromme, R. (2008). Epistemological beliefs and self-regulated learning with hypertext. Metacognition and Learning, 3(1), 17-37. doi:10.1007/s11409-007-9008-7
  • Gervais, R., Russell, A., Green, P., Allen, L., Ferrari, R., & Pieschl, S. (2001). Effort testing in patients with fibromyalgia and disability incentives. Journal of Rheumatology, 28(8), 1892-1899.