Prof. Dr. Stephanie Pieschl
Prof. Dr. Stephanie Pieschl
Verified email at
Cited by
Cited by
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
Metacognitive calibration—an extended conceptualization and potential applications
S Pieschl
Metacognition and Learning 4, 3-31, 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
Epistemological beliefs and self-regulated learning with hypertext
S Pieschl, E Stahl, R Bromme
Metacognition and Learning 3, 17-37, 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
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
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
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
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
Artificial intelligence and emerging technologies in schools
E Southgate, K Blackmore, S Pieschl, S Grimes, J McGuire, K Smithers
University of Newcastle, 2019
Schluss mit Cybermobbing!: Das Trainings-und Präventionsprogramm» Surf-Fair «. Mit Film und Materialien auf DVD
S Pieschl, T Porsch
Beltz, 2012
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
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
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
Violent lyrics= aggressive listeners?
S Pieschl, S Fegers
Journal of Media Psychology, 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
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
Challenges in the evaluation of cyberbullying prevention–insights from two case studies
S Pieschl, P Kourteva, L Stauf
International Journal of Developmental Science 11 (1-2), 45-54, 2017
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
High school students' adaptation of task definitions, goals and plans to task complexity–The impact of epistemic beliefs
S Pieschl, F Stallmann, R Bromme
Psihologijske teme 23 (1), 31-52, 2014
The system can't perform the operation now. Try again later.
Articles 1–20