Dr. Stephanie Pieschl

StephaniePieschl

Dr. Phil. Stephanie Pieschl
Postdoctoral Research Fellow


Consulting hours (SoSe 2013):

Thursday 16-17 h
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

CV                      Research interests                     Publications                       Courses

Bio

  • 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"
  • 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
  • 2010 - 2012: Management Committee Substitute in the COST Action IS0801 Cyberbullying: coping with negative and enhancing positive uses of new technologies, in relationships in educational settings.
  • Since 2009: Postdoctoral research fellow in the lab of Prof. Dr. Rainer Bromme

Ph. D. (finished):

  • Pieschl, S. (2008) To calibrate or not to calibrate? Conditions and processes of metacognitive calibration during hypermedia learning. Westfälische Wilhelms-Universität Münster: MIAMI.

Editorial Board

  • MEAL - Metacognition and Learning

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
  • TRUC - Instructional Science

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  (more information / in German)

Publications

 
Accepted / in press

  • Pieschl, S., Porsch, T., Kahl, T., & Klockenbusch, R. (in press). Relevant dimensions of cyberbullying - results from two experimental studies. Journal of Applied Developmental Psychology.
  • Pieschl, S. &  Urbasik, S. (accepted). 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. Hauppauge, NY: Nova Science Publishers.

2013

  • Pieschl, S. & Porsch, T. (2013). Das Präventionsprogramm Surf-Fair gegen Cybermobbing - Eine Einführung [The prevention program "Surf-Fair" - an introduction]. Psychologie in Oesterreich, 1, 14-21. Send a copy for my personal use
  • 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.

2012

  • Pieschl, S., & Porsch, T. (2012). Schluss mit Cybermobbing! Das Trainings- und Präventionsprogramm „Surf-Fair“. [Stop cyberbullying! The training and prevention program "Surf-Fair"]. Weinheim: Beltz. Link
  • Pieschl, S., Stahl, E., Murray, T., Bromme, R. (2012). Is adaptation to task complexity really beneficial for performance? Learning and Instruction, 22, 281-289. doi:10.1016/j.learninstruc.2011.08.005 Send a copy for my personal use
  • Porsch, T., & Pieschl, S. (2012). Cybermobbing und seine Folgen für Kinder und Jugendliche. Soziale Psychiatrie, 36(1), 34-37. Send a copy for my personal use
  • 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.

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. doi:10.1007/s10067-011-1736-z   Send a copy for my personal use
  • 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. Send a copy for my personal use

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. doi:10.1007/s11409-009-9053-5 Send a copy for my personal use
  • 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 Send a copy for my personal use
  • 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. doi:10.1007/s11409-008-9030-4 Send a copy for my personal use
  • 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. Send a copy for my personal use

 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. Send a copy for my personal use
  • Pieschl, S., Stahl, E., & Bromme, R. (2008). Epistemological beliefs and self-regulated learning with hypertext. Metacognition and Learning, 1, 17-37.  doi:10.1007/s11409-007-9008-7 Send a copy for my personal use

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. doi:10.1016/j.chb.2005.01.007 Send a copy for my personal use 
  • 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. Send a copy for my personal use
  • 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. Send a copy for my personal use
  • 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. Send a copy for my personal use
  • 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 Send a copy for my personal use

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. Send a copy for my personal use

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. doi:10.1007/1-4020-2094-5_3 Send a copy for my personal use
  • 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. doi:10.1016/j.chb.2005.01.007 Send a copy for my personal use

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. Send a copy for my personal use

Imprint | © 2009
Institut für Psychologie
Prof. Dr. R. Bromme
Fliednerstr. 21 · D-48149 Münster
 Tel.: +49 251 83-39196 · Fax: +49 251 83-39105
 E-Mail: bromme@psy.uni-muenster.de