Dr. Stephanie Pieschl

StephaniePieschl

Dr. phil. Stephanie Pieschl
Akademische Rätin a.Z.

Sprechstunde (SoSe 2014):

Mittwoch 15-16 h

Westfälische Wilhelms-Universität
Institut für Psychologie
Fliednerstr. 21
48149 Münster
Raum 2.212 / I
Tel.: (0251) 83-31386
Fax: (0251) 83-39105
Email: pieschl@psy.uni-muenster.de

Biographie          Forschungs- und Arbeitsschwerpunkte         Publikationen         Lehre

Kongress- und Tagungsbeiträge    

Wissenschaftsjahr 2014 Digitale Gesellschaft (Vertrauen und Kommunikation in einer digitalisierten Welt)


Biographie:

  • 1995 - 2002: Studium der Psychologie an der Westfälischen-Wilhelms Universität, Münster (Abschluss: Diplom); Diplomarbeit zum Thema "'Die kenn ich, das ist eine Prunella vulgaris.' Pflanzenbestimmen: Prozessanalyse bei Intermediates"
  • 2002 / 2003: wissenschaftliche Mitarbeiterin im BMBF-Projekt "Bestimmen-Online"
  • 2003 - 2006: Kollegiatin im Virtuellen Graduiertenkolleg (VGK) "Wissenserwerb und Wissensaustausch mit neuen Medien" der DFG
  • 2005 - 2007: wissenschaftliche Mitarbeiterin im DFG-Projekt "Epistemologische Überzeugungen und Lernen"
  • 2007 - 2011: Ko-Koordinatorin der Special Interest Group 16 Metacognition der EARLI
  • 2008 - 2010: Teilnehmerin bei Erstklassig! (Mentoring-Programm für Wissenschaftlerinnen) der WWU Münster Erstklassig! WWU Münster
  • 2010 - 2012: Management Committee Substitute in der COST Action IS0801 Cyberbullying: coping with negative and enhancing positive uses of new technologies, in relationships in educational settings.
  • Seit 2009: Akademische Rätin a.Z. in der Arbeitseinheit von Prof. Dr. Rainer Bromme

Dissertation (abgeschlossen):

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

Preise und Auszeichnungen:

Dissertationspreis 2009 für Pädagogische Psychologie der Fachgruppe Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie e. V.


Drittmittelprojekte:


Forschungs- und Arbeitsschwerpunkte:

  • Lernen und Lehren mit neuen Medien
  • Evaluation von Lernsoftware
  • Metakognitionen und Selbstreguliertes Lernen
  • Epistemologische Überzeugungen
  • Medienkompetenz von Kindern und Jugendlichen (mehr Information)
  • GKV: Vertrauen und Kommunikation in einer Digitalisierten Welt

Editorial Board:

  • MEAL - Metacognition and Learning

Ad-hoc Gutachter für:

  • BJEP - British Journal of Educational Psychology
  • C&I - Cognition and Instruction
  • JEP – Journal of Educational Psychology
  • JLI - Journal of Learning and Instruction
  • JMP - Journal of Media Psychology
  • SPOE - Social Psychologie of Education: An International Journal
  • TRUC - Instructional Science


Publikationen

Akzeptiert / im Druck

  • Moll, R., Pieschl, S., & Bromme, R. (accepted). Competent or Clueless? Users' Knowledge and Misperceptions about their Online Privacy Management. Computers in Human Behavior.
  • Pieschl, S., & Fegers, S. (accepted). Violent Lyrics = Aggressive Listeners? Effects of Song Lyrics and Tempo on Cognition, Affect, and Self-Reported Arousal. Journal of Media Psychology.
  • Pieschl, S., Kuhlmann, C., & Porsch, T. (accepted). Beware of Publicity! Perceived Distress of Negative Cyber Incidents and Implications for Defining Cyberbullying. Journal of School Violence.

 

2014

  • 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.
  • 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., & 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., 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. Send a copy for my personal use
  • Porsch, T., & Pieschl, S. (Hrsg.) (2014). Neue Medien und deren Schatten. Mediennutzung, Medienwirkung und Medienkompetenz. Göttingen: Hogrefe.
  • 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. Link   Send a copy for my personal use

2013

  • 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. Send a copy for my personal use
  • 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. Send a copy for my personal use
  • Pieschl, S., & Karwinkel, V. (2013). I did not write you this before, did I? Destination memory in computer-mediated communication [Abstract]. In M. Knauff, M. Pauen, N. Sebanz, & I. Wachsmuth (Eds.), Proceedings of the 35th Annual Conference of the Cognitive Science Society (p. 4078). Austin, TX: Cognitive Science Society. Send a copy for my personal use
  • Pieschl, S., & Porsch, T. (2013). Das Präventionsprogramm Surf-Fair gegen Cybermobbing - Eine Einführung. Psychologie in Oesterreich, 1, 14-21. Send a copy for my personal use
  • Pieschl, S., Porsch, T., Kahl, T., & Klockenbusch, R. (2013). Relevant dimensions of cyberbullying - results from two experimental studies. Journal of Applied Developmental Psychology, 34, 241-252. doi:10.1016/j.appdev.2013.04.002
  • 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. Send a copy for my personal use
  • 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.

2012

  • Pieschl, S., & Porsch, T. (2012). Schluss mit Cybermobbing! Das Trainings- und Präventionsprogramm „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
  • 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 Literaturliste
  • 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. Send a copy for my personal use

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., & Pieschl, S. (2001). Effort testing in patients with fibromyalgia and disability incentives. Journal of Rheumatology, 28, 1892-1899. Send a copy for my personal use


Impressum | © 2009 Institut für Psychologie - Arbeitseinheit Bromme
Institut für Psychologie
Prof. Dr. R. Bromme

Fliednerstr. 21 · D-48149 Münster
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