Dr. Stephanie Pieschl

StephaniePieschl

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

Sprechstunde (SoSe 2013):

Donnerstag 16-17 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

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
  • 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.

Editorial Board

  • MEAL - Metacognition and Learning

Ad-hoc Gutachter für

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

Preise und Auszeichnungen:

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

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)


Publikationen

 Akzeptiert / im Druck

  • Kuhlmann, C., Pieschl, S., & Porsch, T. (in press). What aspects of cyber cruelty are judged most distressing? An adaptive conjoint study with two independent samples. In Proceedings of the 35th Annual Conference of the Cognitive Science Society. Austin, TX: Cognitive Science Society.
  • Moll, R., Pieschl, S. & Bromme, R. (in press). Sharing in the dark? Target memory and risk awareness in online communication. In Proceedings of the 35th Annual Conference of the Cognitive Science Society. Austin, TX: Cognitive Science Society.
  • Pieschl, S. & Porsch, T. (akzeptiert). Cybermobbing – mehr als „Ärgern im Internet“. In T. Porsch & S. Pieschl (Hrsg.), Neue Medien und deren Schatten. Mit neuen Medien kompetent umgehen. Göttingen: Hogrefe.
  • 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.
  • Porsch, T., & Pieschl, S. (Hrsg.) (akzeptiert). Neue Medien und deren Schatten. Mit neuen Medien kompetent umgehen. Göttingen: Hogrefe.

2013

  • 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. (in press). Relevant dimensions of cyberbullying - results from two experimental studies. Journal of Applied Developmental Psychology. 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

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. 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

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Impressum | © 2009 Institut für Psychologie - Arbeitseinheit Bromme
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