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 | 337 | 2010 |
Metacognitive calibration—an extended conceptualization and potential applications S Pieschl Metacognition and Learning 4, 3-31, 2009 | 256 | 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 | 214 | 2001 |
Epistemological beliefs and self-regulated learning with hypertext S Pieschl, E Stahl, R Bromme Metacognition and Learning 3, 17-37, 2008 | 185 | 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 | 177 | 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 | 167 | 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 | 158 | 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 | 105 | 2006 |
Artificial intelligence and emerging technologies in schools E Southgate, K Blackmore, S Pieschl, S Grimes, J McGuire, K Smithers University of Newcastle, 2019 | 102* | 2019 |
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 | 95 | 2015 |
Schluss mit Cybermobbing!: Das Trainings-und Präventionsprogramm» Surf-Fair «. Mit Film und Materialien auf DVD S Pieschl, T Porsch Beltz, 2012 | 69 | 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 | 60 | 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 | 59 | 2015 |
Violent lyrics= aggressive listeners? S Pieschl, S Fegers Journal of Media Psychology, 2015 | 42 | 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 | 40 | 2014 |
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 | 35 | 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 |
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 | 28 | 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 | 27 | 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 | 25 | 2014 |