• 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.
  • Pieschl, S., Budd, J. & Mattes, B. (2022). Are Students Who Use the Internet to Assist with Assignments Prone to Metacognitive Overestimations? Metacognition and Education: Future Trends (accepted bookchapter). Routledge, Taylor & Francis Group.


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


  • 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.
  • 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).


  • 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.
  • 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)


  • 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
  • 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


  • 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


  • 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


  • 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.


  • 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.


  • 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.


  • 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
  • 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.


  • 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.


  • 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.


  • 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


  • 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.
  • 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.


  • 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.