Dr. Stephanie Pieschl

	Dr. Phil. Stephanie Pieschl Postdoctoral Research Fellow
Westfaelische Wilhelms University Institute for Psychology Fliednerstr. 21 48149 Muenster Office 2.212 / I	Phone: + 49 251 83-31386 Fax: + 49 251 83-39105 Email: pieschl@psy.uni-muenster.de
Consulting hours (WS 2011/12) Tuesday 11-12 h

CV

Research interests

Publications

Courses

Bio

• born 1975
• 1995 Abitur (general qualification for university entrance) at the Ostendorf-Gymnasium in Lippstadt
• 1995-2002 studies in psychology at the University of Muenster (degree: Dipl.-Psych.);
  Diploma thesis: "'I know that plant, it's a Prunella vulgaris.' Plant identification: process analysis with intermediates"
• 1999 / 2000 student research assistant in the Project "Cyperaceae-Online" (development of an online learning environment in the domain of plant identification for the family of Cyperaceae) in cooperation with the team of Prof. Dr. Bromme
• 2001 / 2002 student research assistant in the BMBF founded project "Bestimmen Online" (development of an online learning environment in the domain of plant identification)
• 2002 / 2003 research employee in the BMBF founded project "Bestimmen Online" (development of an online learning environment in the domain of plant identification)
• 2003 - 2006: Ph.D. student in the Virtual Ph.D. Program (VGK) "Knowledge acquisition and knowledge exchange with new media" funded by the DFG
• 2005 - 2007 research employee in the DFG-sponsored project "Epistemological Beliefs and Learning"
• 2007 - 2011: Co-Coordinator of the Special Interest Group 16 Metacognition of the EARLI
• Since 2009: Postdoctoral research fellow in the lab of Prof. Dr. Rainer Bromme
• Since 2010 Management Committee Substitute in the COST Action IS0801 Cyberbullying: coping with negative and enhancing positive uses of new technologies, in relationships in educational settings.

Ad-hoc reviewer for

• BJEP - British Journal of Educational Psychology
• C&I - Cognition and Instruction
• JLI - Journal of Learning and Instruction
• MEAL - Metacognition and Learning
• SPOE - Social Psychologie of Education: An International Journal

Awards and honors

Dissertation Award 2009 of Educational Psychology of the Educational Psychology Division  (Fachgruppe Pädagogische Psychologie) of the German Psychological Association (Deutsche Gesellschaft für Psychologie)

Research interests

• teaching an learning with new media
• formative and summative evaluation of online learning environments
• metacognition and self-regulated learning
• epistemological beliefs
• media competencies of children and adolescents

Publications

Accepted

• Pieschl, S., & Porsch, T. (in press). Schluss mit Cybermobbing! Das Trainings- und Präventionsprogramm „Surf-Fair“ [Stop cyberbullying! The training and prevention program "Surf-Fair"]. Weinheim: Beltz.
• Pieschl, S., Stahl, E., & Bromme, R. (in press). 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. New York: Springer.
• Pieschl, S., Stahl, E., Murray, T., Bromme, R. (in press). Is adaptation to task complexity really beneficial for performance? Learning and Instruction.

2012

• Pieschl, S., & Porsch, T. (2012). Schluss mit Cybermobbing! Das Trainings- und Präventionsprogramm „Surf-Fair“. Weinheim: Beltz.

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.
• Porsch, T. & Pieschl, S. (2011). “Victim, bully or both, that is the question!” Cyber-bullying among German secondary school students in  2009 and 2010. In Ö. Odag, M. Schreier & Y. Thies-Brandner (Eds.), Proceedings of the 7st Conference of the Media Psychology Division of the German Psychological Society (p. 61). Lengerich: Pabst Science Publishers.

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. (abstract)
• 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.
• 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. (Full Text)
• 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. (Full Text)

 2008

• 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. (abstract)(Full Text)
• Pieschl, S., Stahl, E., & Bromme, R. (2008). Epistemological beliefs and self-regulated learning with hypertext. Metacognition and Learning, 1, 17-37.(Full Text)

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, 113-129. (abstract / PDF 615 kb / complimentary full text from the journal homepage)
• 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. (Full Text)
• 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 7 th International Conference of the Learning Sciences (pp. 529-536). Mahwah, NJ: Erlbaum. (Full Text)
• 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.(Full Text)
• 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. (abstract) (Full Text)

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. (Zusammenfassung / abstract) (Full Text)

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. (abstract) (Full Text)
• Pieschl, S., Bartholomé, T., Stahl, E. & Bromme, R. (2004). What matters in help-seeking? A study of help effectiveness and learner-related factors. In Gerjets, P., Kirschner, P. A., Elen, J. & Joiner, R. (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.(Full Text)

2001

• Gervais, R.O., Russell, A.S., Green, P., Ferrari, R. and Pieschl, S D. (2001) Effort testing in patients with fibromyalgia and disability incentives. Journal of Rheumatology, 28, 1892-1899.