Habilitation in Psychology, Westfälische Wilhelms-Universität Münster, Germany
PhD in Psychology, Westfälische Wilhelms-Universität Münster Germany
Diploma in Psychology, Westfälische Wilhelms-Universität Münster, Germany
Assistant Professor (W2) for Educational Psychology, Technische Universität Darmstadt, Germany
Senior Lecturer (Educational Psychology), School of Education, The University of Newcastle, Australia
Senior Researcher, Educational Psychology (group of Prof. Rainer Bromme), Westfälischen Wilhelms-Universität Münster, Germany
Full Professor (Interim) „Instructional Psychology and New Media“, Julius-Maximilians-Universität Würzburg, Germany
Researcher and Senior Researcher, Educational Psychology (group of Prof. Rainer Bromme), Westfälischen Wilhelms-Universität Münster, Germany
Associate Editor “Psychology Learning and Teaching”
Editorial Board “Metacognition and Learning”
Co-PI DFG Graduate Research School „Trust and Communication in a Digitized World“
Management Committee Substitute Member COST Action IS0801 “Cyberbullying: coping with negative and enhancing positive uses of new technologies, in relationships in educational settings”
Coordinator Special Interest Group (SIG) 16 “Metacognition” of the European Association for Research on Learning and Instruction (EARLI)
Member of “REB-Net” (Network “Research on Epistemological Beliefs”, DFG)
PhD Thesis Award of the Division Educational Psychology of the German Psychological Association (Deutschen Gesellschaft für Psychologie e. V., DGPs)
Research visit with Prof. Dr. Philip Winne, Simon Fraser University (SFU), Burnaby, British Columbia, Canada
Member of the Virtual PhD Program VGK „ Knowledge Acquisition and Knowledge Exchange with New Media“ of the Deutsche Forschungsgemeinschaft (DFG)
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., & 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.
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