• 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. Taylor & Francis.
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  • 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.


  • 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. Link
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  • 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),
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  • 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.
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  • 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.


  • 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
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  • 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.
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  • 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
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  • 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.
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  • 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.
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  • 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


  • 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
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  • 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
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  • 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
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  • 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


  • 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.
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  • 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.