Publikationen

2023

  • Pieschl, S., Budd, J., & Mattes, B. (2023). Are students who use the internet to assist with assignments prone to metacognitive overestimation? In S. Larkin (Ed.), Metacognition and Education: Future Trends (1st ed., pp. 67-85). Taylor & Francis.
    https://doi.org/10.4324/9781003150602
  • Theobald, M., Bäulke, L., Bellhäuser, H., Breitwieser, J., Mattes, B., Brod, G., Daumiller, M., Dresel, M., Liborius, P., & Nückles, M. (2023). A multi-study examination of intra-individual feedback loops between competence and value beliefs, procrastination, and goal achievement. Contemporary Educational Psychology, 74, 102208.
    https://doi.org/10.1016/j.cedpsych.2023.102208
  • Spatz, V., Wilhelm, T., & Pieschl, S. (2023). Fachspezifische Denkweisen zum Studienerfolg – eine vergleichende Interviewstudie. In H. v. Vorst (Hrsg.), Lernen, lehren und forschen in einer digital geprägten Welt. Gesellschaft für Didaktik der Chemie und Physik, Jahrestagung in Aachen 2022, Band 43., 893 – 896
  • 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.
    https://doi.org/10.1007/s11618-023-01147-x

2022

  • Ahrens, K. F., Neumann, R. J., von Werthern, N. M., Kranz, T. M., Kollmann, B., Mattes, B., Puhlmann, L. M. C., Weichert, D., Lutz, B., Basten, U., Fiebach, C. J., Wessa, M., Kalisch, R., Lieb, K., Chiocchetti, A. G., Tüscher, O., Reif, A. & Plichta, M. M. (2022). Association of polygenic risk scores and hair cortisol with mental health trajectories during COVID lockdown. Translational Psychiatry, 12(1), 396.
    https://doi.org/10.1038/s41398-022-02165-9
  • Mattes, B., & Pieschl, S. (2022). An alignment of standards enhances metacognitive judgment accuracy in explanatory knowledge tasks with internet search. In J. Culbertson, A. Perfors, H. Rabagliati & V. Ramenzoni (Eds.), Proceedings of the Annual Meeting of the Cognitive Science Society (Vol. 44, pp. 2818-2824).
    https://escholarship.org/uc/item/2vt834qk
  • 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). Springer. https://doi.org/10.1007/978-3-658-36260-7

2021

  • Pieschl, S., Budd, J., Thomm, E. & Archer, J. (2021). Effects of Raising Student Teachers’ Metacognitive Awareness of Their Educational Psychological Misconceptions. Psychology Learning & Teaching, 20(2).
    https://doi.org/10.1016/j.compedu.2020.104038
  • Pieschl, S. (2021). Will using the Internet to answer knowledge questions increase users’ overestimation of their own ability or performance? Media Psychology, 24(1).
    https://doi.org/10.1080/15213269.2019.1668810
  • Pieschl, S., & Sivyer, D. (2021). Secondary students’ epistemic thinking and year as predictors of critical source evaluation of internet blogs. Computers & Education, 160, Article 104038. https://doi.org/10.1016/j.compedu.2020.104038

2020

  • Frankenbach, J., Wildschut, T., Juhl, J., & Sedikides, C. (2020). Does Neuroticism Disrupt the Psychological Benefits of Nostalgia? A Meta‐analytic Test. European Journal of Personality. https://doi.org/10.1002/per.2276
  • Helwig, N., Yatsevich, D., Vetter, A., Wuttke, A. & Schmitz, B. (2020). A Comparative Review of Current Research: Methods in Positive Psychology. European Journal of Applied Positive Psychology, 4(2).

2019

  • Bellhäuser, H., Mattes, B., & Liborius, P. (2019). Daily Fluctuations in Motivation: A Longitudinal Diary Study Over an Entire Semester at University. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 51(4), 228–242. https://doi.org/10.1026/0049-8637/a000226
  • Southgate, E., Blackmore, K., Pieschl, S., Grimes, S., McGuire, J. & Smithers, K. (2019). Artificial intelligence and emerging technologies (virtual, augmented and mixed reality) in schools: A research report. Newcastle: University of Newcastle, Australia. (link)

2018

  • 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). Stuttgart: UTB.

2017

  • Pieschl, S., Kourteva, P., & Stauf, L. (2017). Challenges in the evaluation of cyberbullying prevention – Insights from two case studies. International Journal of Developmental Science, 11, 45-54. doi:10.3233/DEV-160209
  • Pieschl, S., & Porsch, T. (2017). The complex relationship between cyberbullying and trust. International Journal of Developmental Science, 11, 9-17. doi:10.3233/DEV-160208
  • 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. doi: 10.1016/j.chb.2017.05.035

2016

  • 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 digitalized world. Models and concepts of trust research (pp. 239-251). New York: Springer.
  • 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

2015

  • Minguela, M., Solé, I., & Pieschl, S. (2015). Flexible self-regulated reading as a cue for deep comprehension: Evidence from online and offline measures. Reading and Writing: An Interdisciplinary Journal, 28(5), 721-744. doi:10.1007/s11145-015-9547-2
  • Moll, R., Pieschl, S., & Bromme, R. (2015). Blessed oblivion? Knowledge and metacognitive accuracy in online social networks. International Journal of Developmental Science, 9, 57-60. doi: 10.3233/DEV-14155
  • 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

2014

  • Bromme, R., Pieschl, S., & Stahl, E. (2014). Epistemological beliefs and students’ adaptive perception of task complexity. In S. Krolak-Schwerdt, S. Glock, & M. Böhmer (Eds.). The future of educational research: Vol 3. Teachers’ professional development: Assessment, training and learning (pp. 123-151). Rotterdam: Sense Publishers.
  • 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. doi:10.1016/j.chb.2014.09.033
  • Moll, R., Pieschl, S., & Bromme, R. (2014). Trust into collective privacy? The role of subjective theories for self-disclosure in Online Social Networks. Societies, 4, 770-784. doi:10.3390/soc4040770
  • 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., & 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., Stallmann, F., & Bromme, R. (2014). High school students’ adaptation of task definitions, goals and plans to task complexity – the impact of epistemic beliefs. Psihologijske teme / 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.

2013

  • 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. 3092-397). Austin, TX: Cognitive Science Society.
  • Pieschl, S., & Porsch, T. (2013). Das Präventionsprogramm Surf-Fair gegen Cybermobbing – Eine Einführung. Psychologie in Oesterreich, 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. doi:10.1016/j.appdev.2013.04.002
  • Pieschl, S., & Urbasik, S. (2013). Does the cyberbullying 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., 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, Springer International Handbooks of Education 26 (pp. 53-65). New York: Springer.

2012

  • 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. doi:10.1016/j.learninstruc.2011.08.005
  • 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 -314). Aachen: Shaker.

2011

  • 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. doi:10.1007/s10067-011-1736-z

2010

  • 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., Bromme, R., & Stahl, E. (2010). What can hypertext re-reading tell us about the design of adaptive (metacognitive) help functions? Cognitive and Metacognitive Educational Systems: Papers from the AAAI Fall Symposium (FS-10-01) (pp. 75-80). Association for the Advancement of Artificial Intelligence: Arlington, Virginia.

2009

  • 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., 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. A. Taatgen & H. van Rijn (Eds.), Proceedings of the 31st Annual Conference of the Cognitive Science Society (pp. 2638-2643). Austin, TX: Cognitive Science Society.

2008

  • 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
  • Pieschl, S., Bromme, R., Porsch, T. & Stahl, E. (2008). Epistemological sensitisation causes deeper elaboration during self-regulated learning. International perspectives in the learning sciences: Cre8ting a learning world. Proceedings of the Eighth International Conference for the Learning Sciences – ICLS 2008, Vol. 2 (pp. 2-213 – 2-220). London: Lulu Enterprises.

2006

  • 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. doi:10.1016/j.chb.2005.01.007
  • 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 (pp. 529-536). Mahwah, NJ: Erlbaum.
  • Pieschl, S., Stahl, E., & Bromme, R. (2006). Impact of epistemological beliefs on hypertext learning: a pilot-study. In R. Sun, & N. Miyake (Eds.), Proceedings of the 28th Annual Conference of the Cognitive Science Society (pp. 1956-1961), Mahwah, NJ: Erlbaum.
  • Pieschl, S., Bromme, R., & Stahl, E. (2006). Hypertext learning, prior knowledge and epistemological beliefs: an explorative study. In G. Clarebout & J. Elen (Eds.), Avoiding simplicity, confronting complexity: Advances in studying and designing (computer-based) powerful learning environments (pp. 411-415). Rotterdam: Sense.
  • 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. doi:10.2190/1266-0413-387K-7J51

2005

  • Stahl, E., Bromme, R., Pieschl, S., Hölzenbein, S., & Kiffe, K. (2005). Qualitätssicherung bei der Lernsoftware-Entwicklung durch partizipative, formative Evaluation. Das Projektbeispiel „Cyperaceae-Online“. Zeitschrift für Psychologie, 213(1), 23-33. doi:10.1026/0044-3409.213.1.23

2004

  • 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 Press. Series on Innovation and Change in Professional Education.
  • Pieschl, S., Bartholomé, T., Stahl, E. & Bromme, R. (2004). What matters in help-seeking? A study of help effectiveness and learner-related factors. 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) (CD-ROM). Tuebingen: Knowledge Media Research Center.

2001

  • 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.