| Epistemological beliefs are standards for adaptive learning: a functional theory about epistemological beliefs and metacognition R Bromme, S Pieschl, E Stahl Metacognition and learning 5, 7-26, 2010 | 346 | 2010 |
| Metacognitive calibration—an extended conceptualization and potential applications S Pieschl Metacognition and Learning 4, 3-31, 2009 | 261 | 2009 |
| Effort testing in patients with fibromyalgia and disability incentives. RO Gervais, AS Russell, P Green, LM Allen, R Ferrari, SD Pieschl The Journal of Rheumatology 28 (8), 1892-1899, 2001 | 217 | 2001 |
| Epistemological beliefs and self-regulated learning with hypertext S Pieschl, E Stahl, R Bromme Metacognition and Learning 3, 17-37, 2008 | 194 | 2008 |
| The role of epistemic beliefs in students’ self-regulated learning with computer-based learning environments: Conceptual and methodological issues JA Greene, KR Muis, S Pieschl Educational Psychologist 45 (4), 245-257, 2010 | 181 | 2010 |
| Relevant dimensions of cyberbullying—Results from two experimental studies S Pieschl, T Porsch, T Kahl, R Klockenbusch Journal of applied developmental psychology 34 (5), 241-252, 2013 | 170 | 2013 |
| What matters in help-seeking? A study of help effectiveness and learner-related factors T Bartholomé, E Stahl, S Pieschl, R Bromme Computers in Human Behavior 22 (1), 113-129, 2006 | 163 | 2006 |
| Artificial intelligence and emerging technologies in schools E Southgate, K Blackmore, S Pieschl, S Grimes, J McGuire, K Smithers University of Newcastle, 2019 | 122* | 2019 |
| Task complexity, epistemological beliefs and metacognitive calibration: An exploratory study E Stahl, S Pieschl, R Bromme Journal of Educational Computing Research 35 (4), 319-338, 2006 | 110 | 2006 |
| Beware of publicity! Perceived distress of negative cyber incidents and implications for defining cyberbullying S Pieschl, C Kuhlmann, T Porsch Journal of School Violence 14 (1), 111-132, 2015 | 91 | 2015 |
| Schluss mit Cybermobbing!: Das Trainings-und Präventionsprogramm» Surf-Fair «. Mit Film und Materialien auf DVD S Pieschl, T Porsch Beltz, 2012 | 70 | 2012 |
| Flexible self-regulated reading as a cue for deep comprehension: Evidence from online and offline measures M Minguela, I Solé, S Pieschl Reading and Writing 28, 721-744, 2015 | 65 | 2015 |
| Is adaptation to task complexity really beneficial for performance? S Pieschl, E Stahl, T Murray, R Bromme Learning and Instruction 22 (4), 281-289, 2012 | 64 | 2012 |
| Competent or clueless? Users’ knowledge and misconceptions about their online privacy management R Moll, S Pieschl, R Bromme Computers in human behavior 41, 212-219, 2014 | 45 | 2014 |
| Violent lyrics= aggressive listeners? S Pieschl, S Fegers Journal of Media Psychology, 2015 | 42 | 2015 |
| Adaptation to context as core component of self-regulated learning: The Example of Complexity and Epistemic Beliefs S Pieschl, E Stahl, R Bromme International handbook of metacognition and learning technologies, 53-65, 2013 | 39 | 2013 |
| Cybermobbing unter deutschen Schülerinnen und Schülern: eine repräsentative Studie zu Prävalenz, Folgen und Risikofaktoren T Porsch, S Pieschl Diskurs Kindheits-und Jugendforschung/Discourse. Journal of Childhood and …, 2014 | 33 | 2014 |
| Will using the Internet to answer knowledge questions increase users’ overestimation of their own ability or performance? S Pieschl Media Psychology 24 (1), 109-135, 2021 | 29 | 2021 |
| Effects of raising student teachers’ metacognitive awareness of their educational psychological misconceptions S Pieschl, J Budd, E Thomm, J Archer Psychology Learning & Teaching 20 (2), 214-235, 2021 | 28 | 2021 |
| Trust into collective privacy? The role of subjective theories for self-disclosure in online communication R Moll, S Pieschl, R Bromme Societies 4 (4), 770-784, 2014 | 28 | 2014 |
Rainer BrommeUniversität Münster, Institut für PsychologieVerified email at uni-muenster.de
