Dr Stephanie Pieschl

Dr Stephanie Pieschl

Senior Lecturer

School of Education

Career Summary

Biography

I am a trained psychologist (my Diploma, 2002, Doctor of Philosophy, 2008, and Habilitation, 2015, are all in Psychology) and specialize in educational psychology, especially with regard to the use of ICT (Information and Communication Technologies). I started my academic career at the University of Muenster, Germany, but also served as an interim Professor at the University of Wuerzburg, Germany, and as a visiting researcher at the Simon Fraser University, Canada.

Research Expertise

My mostly quantitative and experimental research constitutes a combination of fundamental and applied research at the intersection of education, educational, developmental, cognitive and media psychology. One strand of research focuses of self-regulated learning. For example, in one project I investigated how students metacognitively monitored task complexity and adapted their learning accordingly and how their epistemic beliefs about the nature of knowledge and knowing impacted these processes. A second strand of research focuses more generally on ICT literacy. For example, in another project I researched the definition, prevalence, and risk factors of cyberbullying and developed and evaluated the German cyberbullying prevention program Surf-Fair. Most of my research has been externally funded and published in international peer-reviewed journals such as "Educational Psychologist", "Learning and Instruction", "Computers in Human Behavior", "Metacognition and Learning", or "Journal of Applied Developmental Psychology". Currently, I am also an Associate Editor of "Psychology Learning and Teaching" and I am on the Editorial Board of "Metacognition and Learning".

Teaching Expertise

I have fourteen years of teaching experience at German universities. More specifically, I taught in the psychology program at the University of Muenster, Germany, and in the media communication program at the University of Wuerzburg, Germany, both at the Bachelor of Science and Master of Science level. My courses focused on educational, instructional, and developmental psychology, partly overlapping with media psychology and philosophy of science. Regarding format, I have experience with many different course formats ranging from large lectures to small, interactive, and project-based immersion courses. Furthermore, I like teaching at the doctoral level. At the University of Muenster, Germany, I was one of the applicants of a successful multi-million Euro grant from the German Research Foundation (DFG) to establish the interdisciplinary research training group “trust and communication in a digital world”.

Administrative Expertise

At the University of Muenster, Germany, and the University of Wuerzburg, Germany, I was involved in many committees such as the Board of Directors, the Faculty Council, or the Equal Opportunity Council. Additionally, I have been actively involved in professional associations and conference organizations. For example, I was the coordinator of the special interest group "Metacognition" of EARLI (European Association of Research on Learning and Instruction) and chaired their 2010 biannual conference and I was management committee substitute member of the European COST action IS0801 on cyberbullying.


Qualifications

  • Doctor of Philosophy, Westfalischen Wilhems-Universitat-Munster-Germany

Keywords

  • cyberbullying
  • developmental psychology
  • digital literacy
  • digital privacy
  • educational psychology
  • epistemic cognition
  • evaluation of training / prevention programs
  • instructional psychology
  • media psychology
  • metacognition
  • self-regulated learning
  • teaching and learning with ICT

Languages

  • German (Mother)
  • English (Fluent)

Fields of Research

Code Description Percentage
170103 Educational Psychology 100

Professional Experience

UON Appointment

Title Organisation / Department
Senior Lecturer University of Newcastle
School of Education
Australia

Academic appointment

Dates Title Organisation / Department
1/04/2016 - 15/02/2017 Postdoctoral Research Employee University of Muenster
Germany
1/10/2015 - 31/03/2016 Full Professor (Interim) University of Wuerzburg
Germany
1/11/2010 - 30/08/2012 Management Committee Substitute Member European Commission, European Union
COST ACTION IS0801 on Cyberbullying
26/05/2010 - 29/05/2010 Conference Chair European Association for Research on Learning and Instruction (EARLI)
Special Interest Group (SIG) Metacognition
Netherlands
1/08/2008 - 30/09/2015 Postdoctoral Research Employee University of Muenster
Germany
1/08/2007 - 30/09/2011 Coordinator European Association for Research on Learning and Instruction (EARLI)
Special Interest Group (SIG) Metacognition
Netherlands
1/05/2002 - 31/07/2008 Doctoral Research Employee University of Muenster
Germany

Membership

Dates Title Organisation / Department
1/01/2012 -  Editorial Board Member Metacognition and Learning
Germany
1/12/2003 - 30/11/2006 Member Virtual Graduate School (VGK) of the Deutsche Forschungsgemeinschaft (DFG)
Germany

Awards

Award

Year Award
2009 Dissertation Award of the Educational Psychology division of the German Psychological Society
Fachgruppe Paedagogische Psychologie der Deutschen Gesellschaft fuer Psychologie

Honours

Year Award
2016 Cetificate for Highly Cited Research
Journal of Applied Developmental Psychology
2016 Best Symposium
SIG Metacognition of EARLI
2012 Surf-Fair: Empfehlung des Monats Juli
Medienatlas NRW

Invitations

Keynote Speaker

Year Title / Rationale
2014 Cyberbullying.
2011 Cybermobbing - Eine neue Form der Gewalt gegen Kinder?
2010 Epistemological beliefs and learning.
2009 Epistemologische Ueberzeugungen und Lernen - Implikationen für universitaere Ausbildung und Wissenschaftskommunikation.

Participant

Year Title / Rationale
2008 Erstklassig! Mentoring program for excellent young female scientists
2006 The impact of epistemological beliefs on metacognitive calibration.
2005 Epistemological beliefs as predictors of metacognitive monitoring.

Peer Reviewer

Year Title / Rationale
2012 Discussion of the Symposium: Self-evaluation, but not only? On links that relate self-evaluation to (better) learning outcomes
2010 Discussion of the symposium: From judgments of knowing to judgments of understanding. From judgments of one's own knowledge to judgments of the knowledge of others.

Speaker

Year Title / Rationale
2015 Cyberbullying - Ein neues Problem oder alter Wein in neuen Schlaeuchen?
2015 Digitale Medien als neuer Austragungsort fuer Gewalt? Das Beispiel Cybermobbing.
2014 Unter welchen Bedingungen sind epistemologische Ueberzeugungen relevant fuer Lehr-Lernprozesse und wie kann man dies in der Praxis nutzen?
2013 Target memory for online self-disclosure: What works and what does not?
2013 Erinnerungsvermoegen und Risikobewusstsein in der Online-Kommunikation.
2010 Measurement issues in SRL.
2008 Effects of epistemological beliefs on learning processes in hypermedia - Results and inspirations from a comprehensive research project.
2006 To calibrate or not to calibrate? Metacognitive calibration processes in hypermedia learning.
1999 Fibromyalgia and memory problems.
Edit

Publications

For publications that are currently unpublished or in-press, details are shown in italics.


Book (2 outputs)

Year Citation Altmetrics Link
2014 Neue Medien und deren Schatten Mediennutzung, Medienwirkung und Medienkompetenz, Hogrefe Verlag, Goettingen, 336 (2014)
2012 Pieschl S, Porsch T, Schluss mit Cybermobbing! Das Trainings- und Präventionsprogramm »Surf-Fair«. Mit Film und Materialien auf DVD, Beltz, 126 (2012)

Chapter (10 outputs)

Year Citation Altmetrics Link
2016 Moll R, Pieschl S, 'Expecting collective privacy - A new perspective on trust in online communication', Trust and Communication in a Digitized World: Models and Concepts of Trust Research, Springer, New York 239-251 (2016)
DOI 10.1007/978-3-319-28059-2_14
2014 Bromme R, Pieschl S, Stahl E, 'Epistemological beliefs and students' adaptive perception of task complexity', Teachers' Professional Development: Assessment, Training, and Learning 123-151 (2014)
DOI 10.1007/978-94-6209-536-6
2014 Pieschl S, Porsch T, 'Cybermobbing - mehr als "Aergern im Internet"', Neue Medien und deren Schatten Mediennutzung, Medienwirkung und Medienkompetenz, Hogrefe Verlag, Goettingen 133-158 (2014)
2014 Pieschl S, Porsch T, 'Medienwirkungsforschung zwischen Wissenschaft und Praxis - Ueberblick und Einleitung zu den Themen dieses Buches', Neue Medien und deren Schatten Mediennutzung, Medienwirkung und Medienkompetenz, Hogrefe Verlag, Goettingen, Germany 7-28 (2014)
2014 Pieschl S, Porsch T, 'Cybermobbing - mehr als "Aergern im Internet"', Neue Medien und deren Schatten Mediennutzung, Medienwirkung und Medienkompetenz, Hogrefe Verlag, Goettingen 133-158 (2014)
2014 Pieschl S, Porsch T, 'Medienwirkungsforschung zwischen Wissenschaft und Praxis - Ueberblick und Einleitung zu den Themen dieses Buches', Neue Medien und deren Schatten Mediennutzung, Medienwirkung und Medienkompetenz, Hogrefe Verlag, Goettingen, Germany 7-28 (2014)
2013 Pieschl S, Stahl E, Bromme R, 'Adaptation to context as core component of self-regulated learning. The example of complexity and epistemic beliefs', International Handbook of Metacognition and Learning Technologies, Springer Science & Business Media, New York 53-65 (2013) [B1]
DOI 10.1007/978-1-4419-5546-3_4
2013 Pieschl S, Urbasik S, 'Does the cyber bullying prevention program surf -fair work? An evaluation study', From Cyber Bullying to Cyber Safety: Issues and Approaches in Educational Contexts 205-224 (2013) [B1]

Recently a plethora of cyberbullying prevention and intervention programs has been proposed; however, empirical evidence for the benefits of these programs is scarce. These progra... [more]

Recently a plethora of cyberbullying prevention and intervention programs has been proposed; however, empirical evidence for the benefits of these programs is scarce. These programs are derived from distinctly different backgrounds, most are based on conventional anti-bullying programs, target whole schools, and require several weeks of implementation. Surf-Fair (Pieschl and Porsch, 2012) on the other hand focuses exclusively on cyberbullying by capitalizing on (critical) media literacy, targets single classrooms, and can be used for short-term preventions. A corresponding evaluation study presented in this chapter shows that Surf-Fair can be effective in reducing negative cyber incidents, teaching productive coping strategies, and is evaluated positively by participating students. Against the backdrop of the German situation, this chapter further discusses recommendations for schools regarding prevention programs against cyberbullying, considering not only effectiveness, but also fit and feasibility. © 2013 Nova Science Publishers, Inc. All rights reserved.

Citations Scopus - 2
2006 Pieschl S, Bromme R, Stahl E, 'Hypertext learning, prior knowledge and epistemological beliefs: an explorative study', Avoiding simplicity, confronting complexity: Advances in the studying and designing (computer-based) powerful learning environments, Sense, Rotterdam 411-415 (2006)
2004 Bromme R, Stahl E, Bartholome T, Pieschl S, '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', Professional Learning: Gaps and Transitions on the Way from Novice to Expert, Kluwer Academic Press, Dordrecht 29-47 (2004)
Show 7 more chapters

Journal article (25 outputs)

Year Citation Altmetrics Link
2017 Moll R, Pieschl S, Bromme R, 'Whoever will read it ¿ The overload heuristic in collective privacy expectations', Computers in Human Behavior, 75 484-493 (2017) [C1]
DOI 10.1016/j.chb.2017.05.035
2017 Pieschl S, Kourteva P, Stauf L, 'Challenges in the evaluation of cyberbullying prevention ¿ Insights from two case studies', International Journal of Developmental Sciences, 11 45-54 (2017) [C1]
DOI 10.3233/DEV-160209
Citations Scopus - 1
2017 Pieschl S, Porsch T, 'The complex relationship between cyberbullying and trust', International Journal of Developmental Sciences, 11 9-17 (2017) [C1]
DOI 10.3233/DEV-160208
Citations Scopus - 1
2016 Pieschl S, Moll R, '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 (2016)
DOI 10.1016/j.chb.2016.06.008
Citations Scopus - 1Web of Science - 1
2016 Pieschl S, Fegers S, 'Violent Lyrics = Aggressive Listeners? Effects of Song Lyrics and Tempo on Cognition, Affect, and Self-Reported Arousal', JOURNAL OF MEDIA PSYCHOLOGY-THEORIES METHODS AND APPLICATIONS, 28 32-41 (2016)
DOI 10.1027/1864-1105/a000144
Citations Scopus - 1Web of Science - 2
2015 Minguela M, Sole I, Pieschl S, 'Flexible self-regulated reading as a cue for deep comprehension: evidence from online and offline measures', READING AND WRITING, 28 721-744 (2015)
DOI 10.1007/s11145-015-9547-2
Citations Scopus - 1Web of Science - 1
2015 Pieschl S, Kuhlmann C, Porsch T, 'Beware of Publicity! Perceived Distress of Negative Cyber Incidents and Implications for Defining Cyberbullying', JOURNAL OF SCHOOL VIOLENCE, 14 111-132 (2015)
DOI 10.1080/15388220.2014.971363
Citations Scopus - 5Web of Science - 3
2015 Moll R, Pieschl S, Bromme R, 'Blessed Oblivion? Knowledge and Metacognitive Accuracy in Online Social Networks', International Journal of Developmental Sciences, 9 57-60 (2015)

© 2015 IOS Press. In order to reap the social gratifications of Online Social Networks (OSNs), users often disclose self-related information, making them potentially vulnerable t... [more]

© 2015 IOS Press. In order to reap the social gratifications of Online Social Networks (OSNs), users often disclose self-related information, making them potentially vulnerable to their online audiences. We give a brief overview of our theoretical ideas and empirical research about additional cognitive and metacognitive factors relevant for the perception of risk when self-disclosing information in OSNs. More specifically, we discuss disclosurerelated knowledge and metacognitive accuracy and describe three studies in which we investigated if OSN users knew what contents they had disclosed, to which audiences these were accessible, and if users were aware of the extent of their own knowledge (metacognitive accuracy). We found that OSN users remembered their disclosed contents well but struggled to remember specific audiences. Additionally, they were hardly aware of these knowledge differences.

DOI 10.3233/DEV-14155
2014 Moll R, Pieschl S, Brornme R, 'Competent or clueless? Users' knowledge and misconceptions about their online privacy management', COMPUTERS IN HUMAN BEHAVIOR, 41 212-219 (2014)
DOI 10.1016/j.chb.2014.09.033
Citations Scopus - 6Web of Science - 5
2014 Pieschl S, Stallmann F, Bromme R, 'High school students' adaptation of task definitions, goals and plans to task complexity - The impact of epistemic beliefs', Psihologijske Teme, 23 31-52 (2014)

Accurate task perception is an important prerequisite for self-regulated learning. The present study explores if 12 th -grade high school students (N=131) adapt their task definit... [more]

Accurate task perception is an important prerequisite for self-regulated learning. The present study explores if 12 th -grade high school students (N=131) adapt their task definitions, goals and plans to task complexity when confronted with six differently complex tasks and if this process is related to their epistemic beliefs. Results indicate that students successfully discriminate between tasks and mostly adapt accordingly. For example, students plan to use the strategy of processing critically more frequently for progressively more complex tasks. These adaptations are also related to students' epistemic beliefs. For example, students who believe in variable knowledge plan more shallow approaches to learning for simple tasks and deeper approaches for complex tasks than their counterparts believing in stable knowledge.

Citations Scopus - 3
2014 Porsch T, Pieschl S, 'Cybermobbing unter Schuelerinnen und Schuelern: Eine repraesentative Studie zu Praevalenz, Folgen und Risikofaktoren', Diskurs Kindheits- und Jugendforschung, 9 7-22 (2014)
2014 Moll R, Pieschl S, Bromme R, 'Trust into Collective Privacy? The Role of Subjective Theories for Self-Disclosure in Online Communication', Societies, 4 770-784 (2014)
DOI 10.3390/soc4040770
2013 Pieschl S, Porsch T, Kahl T, Klockenbusch R, 'Relevant dimensions of cyberbullying - Results from two experimental studies', JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY, 34 241-252 (2013)
DOI 10.1016/j.appdev.2013.04.002
Citations Scopus - 19Web of Science - 17
2013 Pieschl S, Porsch T, 'Das Praeventionsprogramm Surf-Fair gegen Cybermobbing - Eine Einfuehrung', Psychologie in Oesterreich, 1 14-21 (2013)
2012 Pieschl S, Stahl E, Murray T, Bromme R, 'Is adaptation to task complexity really beneficial for performance?', LEARNING AND INSTRUCTION, 22 281-289 (2012)
DOI 10.1016/j.learninstruc.2011.08.005
Citations Scopus - 17Web of Science - 13
2012 Pieschl S, Porsch T, 'Cybermobbing und seine Folgen fuer Kinder und Jugendliche', Soziale Psychiatrie, 36 34-37 (2012)
2011 Ferrari R, Pieschl S, 'An examination of coping styles and expectations for whiplash injury in Germany: comparison with Canadian data', CLINICAL RHEUMATOLOGY, 30 1209-1214 (2011)
DOI 10.1007/s10067-011-1736-z
Citations Scopus - 2Web of Science - 2
2010 Greene JA, Muis KR, Pieschl S, 'The Role of Epistemic Beliefs in Students' Self-Regulated Learning With Computer-Based Learning Environments: Conceptual and Methodological Issues', EDUCATIONAL PSYCHOLOGIST, 45 245-257 (2010)
DOI 10.1080/00461520.2010.515932
Citations Scopus - 57Web of Science - 41
2010 Bromme R, Pieschl S, Stahl E, 'Epistemological beliefs are standards for adaptive learning: a functional theory about epistemological beliefs and metacognition', METACOGNITION AND LEARNING, 5 7-26 (2010)
DOI 10.1007/s11409-009-9053-5
Citations Scopus - 62Web of Science - 53
2009 Pieschl S, 'Metacognitive calibration-an extended conceptualization and potential applications', METACOGNITION AND LEARNING, 4 3-31 (2009)
DOI 10.1007/s11409-008-9030-4
Citations Scopus - 56Web of Science - 54
2008 Pieschl S, Stahl E, Bromme R, 'Epistemological beliefs and self-regulated learning with hypertext', METACOGNITION AND LEARNING, 3 17-37 (2008)
DOI 10.1007/s11409-007-9008-7
Citations Scopus - 67Web of Science - 49
2006 Stahl E, Pieschl S, Bromme R, 'Task complexity, epistemological beliefs and metacognitive calibration: An exploratory study', Journal of Educational Computing Research, 35 319-338 (2006)

This article presents an explorative study, which is part of a comprehensive project to examine the impact of epistemological beliefs on metacognitive calibration during learning ... [more]

This article presents an explorative study, which is part of a comprehensive project to examine the impact of epistemological beliefs on metacognitive calibration during learning processes within a complex hypermedia information system. More specifically, this study investigates: 1) if learners differentiate between tasks of different complexity, and set goals and plan their learning behavior accordingly; and 2) whether such adaptive learning behavior is influenced by their epistemological beliefs. Students (n = 72) inspected a set of six learning tasks and answered multiple questions derived from the COPES-model of self-regulated learning (Winne & Hadwin, 1998) - e.g., they judged the importance of specific learning strategies for a particular learning task. Furthermore, they filled in inventories measuring their epistemological beliefs. Results confirmed significant relationships between task, complexity and epistemological beliefs on the one hand and students' judgments on the other. © 2006, Baywood Publishing Co., Inc.

DOI 10.2190/1266-0413-387K-7J51
Citations Scopus - 35
2006 Bartholome T, Stahl E, Pieschl S, Bromme R, 'What matters in help-seeking? A study of help effectiveness and learner-related factors', COMPUTERS IN HUMAN BEHAVIOR, 22 113-129 (2006)
DOI 10.1016/j.chb.2005.01.007
Citations Scopus - 42Web of Science - 27
2005 Stahl E, Bromme R, Pieschl S, Holzenbein S, Kiffe K, 'Participative and formative evaluation as quality enhancement in the development of learning software: the example of "cyperaceae-online"', ZEITSCHRIFT FUR PSYCHOLOGIE, 213 23-33 (2005)
DOI 10.1026/0044-3409.213.1.23
Citations Web of Science - 1
2001 Gervais RO, Russell AS, Green P, Allen LM, Ferrari R, Pieschl SD, 'Effort testing in patients with fibromyalgia and disability incentives', Journal of Rheumatology, 28 1892-1899 (2001)

Objective. To examine whether symptom exaggeration is a factor in complaints of cognitive dysfunction using 2 new validated instruments in patients with fibromyalgia (FM). Methods... [more]

Objective. To examine whether symptom exaggeration is a factor in complaints of cognitive dysfunction using 2 new validated instruments in patients with fibromyalgia (FM). Methods. Ninety-six patients with FM and 16 patients with rheumatoid arthritis (RA) were administered 2 effort or symptom validity tests designed to detect exaggerated memory complaints as part of a battery of psychological tests and self-report questionnaires. Results. A large percentage of patients with FM who were on or seeking disability benefits failed the effort tests. Only 2 patients with FM who were working and/or not claiming disability benefits and no patient with RA scored below the cutoffs for exaggeration of memory difficulties. Conclusion. This study illustrates the importance of assessing for exaggeration of cognitive symptoms and biased responding in patients with FM presenting for disability related evaluations.

Citations Scopus - 108
Show 22 more journal articles

Conference (10 outputs)

Year Citation Altmetrics Link
2013 Kuhlmann C, Pieschl S, Porsch T, 'What aspects of cyber cruelty are judged most distressing? An adaptive conjoint study with two independent samples' (2013)
2013 Moll R, Pieschl S, 'Sharing in the dark? Target memory and risk awareness in online communication' (2013)
2012 Porsch T, Pieschl S, 'Gewalt im Internet als Thema fuer Seminare im Bachelor-Studiengang Psychologie' (2012)
2010 Pieschl S, Bromme R, Stahl E, 'What can hypertext re-reading tell us about the design of adaptive (metacognitive) help functions?', AAAI Fall Symposium - Technical Report (2010)

A well-documented finding in the help-seeking literature is that especially those learners who need it the most do not seek help (appropriately). In this exploratory study, we inv... [more]

A well-documented finding in the help-seeking literature is that especially those learners who need it the most do not seek help (appropriately). In this exploratory study, we investigated re-reading as a unique window into elementary help-seeking processes. Students had to learn the content of multiple hypertext pages of different complexity for a subsequent knowledge test. After this learning phase we randomly assigned learners to two experimental groups: The memory control group (MG, n = 14) directly answered the knowledge test and the experimental help-seeking group (HSG, n = 15) had the option to re-read the hypertext pages before answering. Results show that HSG students outperformed MG students and that HSG students strongly adapted the extent and frequency of their re-reading to task complexity and the complexity of the hypertext pages. However, more re-reading or more adaptivity did not automatically enhance performance on the knowledge test. The implications of these findings for the design of adaptive (metacognitive) help functions in computer-based learning environments will be discussed.

2009 Pieschl S, Bromme R, Porsch T, Stahl E, 'Does adaptation to task complexity guarantee success in learning?' (2009)
2008 Porsch T, Pieschl S, Stahl E, Bromme R, 'Learning with hypermedia: Impact of epistemological beliefs on metacognitive processes', INTERNATIONAL JOURNAL OF PSYCHOLOGY (2008)
2008 Pieschl S, Bromme R, Porsch T, Stahl E, 'Epistemological sensitisation causes deeper elaboration during self-regulated learning', Computer-Supported Collaborative Learning Conference, CSCL (2008)

Previous research indicates that students' adaptation to task complexity in the planning stages of self-regulated learning are related to their epistemological beliefs (Stahl... [more]

Previous research indicates that students' adaptation to task complexity in the planning stages of self-regulated learning are related to their epistemological beliefs (Stahl, Pieschl, & Bromme, 2006), but it is an open issue if students enact similar strategies in subsequent stages. Based on the COPES-model (Winne & Hadwin, 1998) the impact of epistemological beliefs on learning is tested here experimentally. In this study, students (21 humanities students, 14 biology students) had to solve five tasks of different complexity (Anderson et al., 2001) with a hypertext on "genetic fingerprinting". Results indicate that students adapted their concurrent thoughts and concurrent actions to task complexity in this enactment stage. An epistemological sensitisation was administered that elicited more "sophisticated" beliefs and caused more elaborate learning processes. For example, students with this sensitisation employed more metacognitive planning, especially for more complex tasks. Additionally, effects of prior domain knowledge were investigated.

Citations Scopus - 2
2006 Pieschl S, Stahl E, Bromme R, 'Effects of task difficulty and epistemological beliefs on metacognitive calibration: A pilot-study', ICLS 2006 - International Conference of the Learning Sciences, Proceedings (2006)

This article presents a pilot study, which is part of a comprehensive project to examine the impact of epistemological beliefs on metacognitive calibration during learning process... [more]

This article presents a pilot study, which is part of a comprehensive project to examine the impact of epistemological beliefs on metacognitive calibration during learning processes within a complex hypermedia information system. More specifically, this pilot study investigates (1) if learners differentiate between tasks of different complexity, set goals and plan accordingly and (2) whether such adaptive learning behavior is influenced by their epistemological beliefs. Students (n = 72) inspected a set of six learning tasks and answered multiple questions derived from the COPES-model of self-regulated learning (Winne & Hadwin, 1998), e.g. they judged the importance of specific learning strategies for a particular learning task. Furthermore, they filled in inventories measuring their epistemological beliefs. Results confirmed significant influences of task complexity and epistemological beliefs on students' judgments.

Citations Scopus - 2
2006 Pieschl S, Stahl E, Bromme R, 'Impact of epistemological beliefs on hypertext learning: A pilot study' (2006)
2000 Gervais R, Green P, Russell AS, Pieschl S, Allen LM, 'Failure on symptom validity tests associated with disability incentives in fibromyalgia patients', ARCHIVES OF CLINICAL NEUROPSYCHOLOGY (2000)
DOI 10.1016/S0887-6177(00)80347-9
Citations Web of Science - 4
Show 7 more conferences
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Grants and Funding

Summary

Number of grants 7
Total funding $10,295,751

Click on a grant title below to expand the full details for that specific grant.


20161 grants / $6,029,994

Trust and communication in a digitalized world (GRK 1712/2)$6,029,994

Funding body: Deutsche Forschungsgemeinschaft (DFG)

Funding body Deutsche Forschungsgemeinschaft (DFG)
Project Team

Bernd Bloebaum, Joerg Becker, Rainer Bromme, Guido Hertel, Regina Jucks, Stephanie Pieschl, Thorsten Quandt, Ulrike Roettger, Gerhard Schewe, Bernd Strauss

Scheme Graduiertenkolleg
Role Investigator
Funding Start 2016
Funding Finish 2021
GNo
Type Of Funding International - Competitive
Category 3IFA
UON N

20122 grants / $4,228,654

Trust and communication in a digitalized world (GRK 1712/1)$4,227,724

Funding body: Deutsche Forschungsgemeinschaft (DFG)

Funding body Deutsche Forschungsgemeinschaft (DFG)
Project Team

Bernd Bloebaum, Joerg Becker, Rainer Bromme, Guido Hertel, Regina Jucks, Maja Malik, Christoph Neuberger, Stephanie Pieschl, Ulrike Roettger, Gerhard Schewe, Bernd Strauss

Scheme Graduiertenkolleg
Role Investigator
Funding Start 2012
Funding Finish 2016
GNo
Type Of Funding International - Competitive
Category 3IFA
UON N

International Research Exchange on Cyberbullying$930

Funding body: European Commission, European Union

Funding body European Commission, European Union
Project Team

Stephanie Pieschl

Scheme COST Action Travel Grant
Role Lead
Funding Start 2012
Funding Finish 2012
GNo
Type Of Funding International - Competitive
Category 3IFA
UON N

20111 grants / $5,869

Conducting a representative survey about cyberbullying among German students$5,869

Funding body: Techniker Krankenkasse

Funding body Techniker Krankenkasse
Project Team

Stephanie Pieschl, Torsten Porsch

Scheme Zuschuss
Role Investigator
Funding Start 2011
Funding Finish 2012
GNo
Type Of Funding International - Non Competitive
Category 3IFB
UON N

20101 grants / $1,905

1st Training School of the COST IS0801 action on Cyberbullying$1,905

Funding body: European Commission, European Union

Funding body European Commission, European Union
Project Team

Stephanie Pieschl

Scheme COST Action Travel Grant
Role Lead
Funding Start 2010
Funding Finish 2010
GNo
Type Of Funding International - Competitive
Category 3IFA
UON N

20091 grants / $8,329

4th Biennial Meeting of the EARLI Special Interest Group 16 Metacognition$8,329

Funding body: Deutsche Forschungsgemeinschaft (DFG)

Funding body Deutsche Forschungsgemeinschaft (DFG)
Project Team

Stephanie Pieschl, Rainer Bromme, Stephan Dutke, Manfred Holodynski, Elmar Souvignier, Joachim Wirth

Scheme Konferenzzuschuss
Role Lead
Funding Start 2009
Funding Finish 2011
GNo
Type Of Funding International - Competitive
Category 3IFA
UON N

20031 grants / $21,000

Virtual Graduate School (VGK)$21,000

Funding body: Deutsche Forschungsgemeinschaft (DFG)

Funding body Deutsche Forschungsgemeinschaft (DFG)
Project Team

Stephanie Pieschl

Scheme Graduiertenkolleg
Role Lead
Funding Start 2003
Funding Finish 2006
GNo
Type Of Funding International - Competitive
Category 3IFA
UON N
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Research Supervision

Number of supervisions

Completed29
Current2

Current Supervision

Commenced Level of Study Research Title Program Supervisor Type
2016 PhD Selbstvermessung im Sport mithilfe digitaler Medien Psychology, Westfaelische Wilhelms-Universitaet Muenster Consultant Supervisor
2012 PhD Metacognitive Judgments Psychology, Technische Universitaet Muenchen Consultant Supervisor

Past Supervision

Year Level of Study Research Title Program Supervisor Type
2017 Masters Privatheit in der Onlinekommunikation. Psychology, Westfaelische Wilhelms-Universitaet Muenster Principal Supervisor
2016 Unknown Youth' and young adults' willingness to risk online self-disclosure against privacy concerns and prior online abuse experience. Psychology, Westfaelische Wilhelms-Universitaet Muenster Principal Supervisor
2015 PhD (Meta-) Cognitive Parameters of Privacy Regulation on Social Networking Sites Psychology, Westfaelische Wilhelms-Universitaet Muenster Principal Supervisor
2015 Unknown Implementierung und Evaluation eines Praeventionsprogramms zum Thema Cybermobbing. Psychology, Westfaelische Wilhelms-Universitaet Muenster Principal Supervisor
2015 Unknown Was denken Eltern ueber das Medienverhalten ihrer jugendlichen Kinder? Psychology, Westfaelische Wilhelms-Universitaet Muenster Principal Supervisor
2015 Unknown Wie schaetzen sich Jugendliche bezueglich aktueller Medienthemen ein? Psychology, Westfaelische Wilhelms-Universitaet Muenster Principal Supervisor
2014 Unknown Generation Facebook: Alles im Blick? Publikumseinschaetzung auf der Basis von Gruppengroeße, Kommentarangaben & Co. Psychology, Westfaelische Wilhelms-Universitaet Muenster Co-Supervisor
2014 Unknown Selbstoffenbarung 2.0: Die Rolle der Publikumsrepraesentation bei der Risikowahrnehmung in sozialen Netzwerken. Psychology, Westfaelische Wilhelms-Universitaet Muenster Co-Supervisor
2014 Unknown Effekte der Verarbeitungsfluessigkeit auf Gedaechtnis und Selbstoffenbarung in sozialen Netzwerken. Psychology, Westfaelische Wilhelms-Universitaet Muenster Co-Supervisor
2013 Masters Eine kognitive Erklaerung fuer leichtfertige Selbstoffenbarung im Internet? Die Bedeutung des Destination Memory in der Onlinekommunikation. Psychology, Westfaelische Wilhelms-Universitaet Muenster Principal Supervisor
2012 Unknown Wie stabil ist Cyberbullying? Eine Laengsschnittstudie unter Beruecksichtigung der Auswirkungen von Vertrauen auf das Auftreten von Cyberbullying. Psychology, Westfaelische Wilhelms-Universitaet Muenster Co-Supervisor
2012 Unknown Cyberbullying - Eine Conjoint-Analyse. Psychology, Westfaelische Wilhelms-Universitaet Muenster Principal Supervisor
2011 Unknown Evaluation der Wirkung eines Cyberbullying-Praeventionstrainings auf Schuelerinnen und Schueler unter Beruecksichtigung der Persoenlichkeitsfaktoren Extraversion und Aggressivitaet. Psychology, Westfaelische Wilhelms-Universitaet Muenster Co-Supervisor
2011 Unknown Cyberbullying - eine Vertrauenssache? Der Zusammenhang verschiedener Vertrauensaspekte mit Opfer- und Taetererfahrungen. Psychology, Westfaelische Wilhelms-Universitaet Muenster Principal Supervisor
2011 Unknown Taeter gleich Taeter? Die Rolle des sozialen Status beim Cyberbullying. Psychology, Westfaelische Wilhelms-Universitaet Muenster Principal Supervisor
2011 Unknown Aus der Schule, rein ins Netz. Gibt es einen Zusammenhang zwischen Cyberbullying und der Nutzung des Sozialen Netzwerks Facebook? Psychology, Westfaelische Wilhelms-Universitaet Muenster Co-Supervisor
2011 Unknown Evaluation von Cyberbullying-Praeventionsmaßnahmen. Psychology, Westfaelische Wilhelms-Universitaet Muenster Principal Supervisor
2011 Unknown Tatort virtuelle Welten: „Was denken und wissen Lehrer ueber Cybermobbing unters Schuelern." Psychology, Westfaelische Wilhelms-Universitaet Muenster Principal Supervisor
2011 Unknown „Du bist fett und haesslich! Und jetzt habe ich es auf Video.“ Copingstrategien und emotionale Wirkung bei Cyberbullying. Psychology, Westfaelische Wilhelms-Universitaet Muenster Principal Supervisor
2011 Unknown Aggressionen im Elternhaus - Terror im Netz. Vom Familienklima zum Cyberbullying. Psychology, Westfaelische Wilhelms-Universitaet Muenster Co-Supervisor
2010 Unknown Beeinflussung durch Musik: Die Wirkung von aggressiven und prosozialen Liedtexten und Tempo auf Kognitionen, Affekt und physiologische Erregung. Psychology, Westfaelische Wilhelms-Universitaet Muenster Principal Supervisor
2010 Unknown Glaubst du, dass Kampfspiele dich aggressiv machen? Subjektive Theorien und Metakognitionen Jugendlicher. Psychology, Westfaelische Wilhelms-Universitaet Muenster Principal Supervisor
2010 Unknown Gibt es eine Illusion der Erklaertiefe in der Naiven Psychologie? Psychology, Westfaelische Wilhelms-Universitaet Muenster Principal Supervisor
2010 Unknown „Es war nicht fair, aber lustig.“ Cyberbullying vor und nach einer Praeventionsmaßnahme. Psychology, Westfaelische Wilhelms-Universitaet Muenster Principal Supervisor
2010 Unknown „Ich weiß, dass ich etwas weiß.“ Illusion der Erklaertiefe in der Naiven Psychologie von Jugendlichen. Psychology, Westfaelische Wilhelms-Universitaet Muenster Principal Supervisor
2010 Unknown Killen im Kinderzimmer – Subjektive Theorien von Eltern ueber den Zusammenhang von gewalthaltigen Computerspielen und aggressivem Verhalten. Psychology, Westfaelische Wilhelms-Universitaet Muenster Principal Supervisor
2010 Unknown Spielst du noch oder killst du schon? Subjektive Theorien von Jugendlichen ueber den Zusammenhang von gewalthaltigen Computerspielen und aggressivem Verhalten. Psychology, Westfaelische Wilhelms-Universitaet Muenster Principal Supervisor
2009 Unknown Machen Killerspiele aggressiv? Subjektive Theorien und Metakognitionen von Eltern. Psychology, Westfaelische Wilhelms-Universitaet Muenster Principal Supervisor
2007 Unknown The Influence of Epistemological Beliefs and Academic Self-Concepts on Metacognitive Calibration in German 12th Graders. Psychology, Westfaelische Wilhelms-Universitaet Muenster Principal Supervisor
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Dr Stephanie Pieschl

Position

Senior Lecturer
School of Education
Faculty of Education and Arts

Contact Details

Email stephanie.pieschl@newcastle.edu.au
Phone (02) 4921 7360
Fax (02) 4921 7887

Office

Room HA-59
Building Hunter Building
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