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Prof. Dr. Stephanie Pieschl

Educational Psychology

Working area(s)

Educational Psychology

Contact

work +49 6151 16-23991
fax +49 6151 16-23996

Work S1|15 122
Alexanderstraße 10
64283 Darmstadt

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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
since 2019 Assistant Professor (W2) for Educational Psychology, 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
since 2020 Member in “SeReNe” (“Self-Regulatio Network” DFG)
since 2012 Editorial Board “Metacognition and Learning”
2020-2024 Co-applicant at DFG Graduiertenkolleg “Privacy and Trust for Mobile Users”
2020-2023 Co-applicant at RMU Projekts “Mindsets”
2017-2021 Associate Editor“Psychology Learning and Teaching”
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
  • 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
  • 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), 214-235. https://doi.org/10.1177/1475725721996223
  • 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. 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
  • 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.