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Jeffrey Alan Greene, Ph.D. - Publications

Affiliations: 
2007- School of Education University of North Carolina, Chapel Hill, Chapel Hill, NC 
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51 high-probability publications. We are testing a new system for linking publications to authors. You can help! If you notice any inaccuracies, please sign in and mark papers as correct or incorrect matches. If you identify any major omissions or other inaccuracies in the publication list, please let us know.

Year Citation  Score
2022 Arizmendi CJ, Bernacki ML, Raković M, Plumley RD, Urban CJ, Panter AT, Greene JA, Gates KM. Predicting student outcomes using digital logs of learning behaviors: Review, current standards, and suggestions for future work. Behavior Research Methods. PMID 36018483 DOI: 10.3758/s13428-022-01939-9  0.769
2021 Greene JA, Plumley RD, Urban CJ, Bernacki ML, Gates KM, Hogan KA, Demetriou C, Panter AT. Modeling temporal self-regulatory processing in a higher education biology course Learning and Instruction. 72: 101201. DOI: 10.1016/J.Learninstruc.2019.04.002  0.81
2021 Lyons KM, Lobczowski NG, Greene JA, Whitley J, McLaughlin JE. Using a design-based research approach to develop and study a web-based tool to support collaborative learning Computers & Education. 161: 104064. DOI: 10.1016/j.compedu.2020.104064  0.359
2020 Crompton H, Bernacki M, Greene JA. Psychological foundations of emerging technologies for teaching and learning in higher education. Current Opinion in Psychology. 36: 101-105. PMID 32604064 DOI: 10.1016/J.Copsyc.2020.04.011  0.71
2020 Akos P, Greene JA, Fotheringham E, Raynor S, Gonzales J, Godwin J. The Promise of Noncognitive Factors for Underrepresented College Students Journal of College Student Retention: Research, Theory and Practice. 152102512093511. DOI: 10.1177/1521025120935111  0.336
2020 Greene JA. Building upon synergies among self-regulated learning and formative assessment research and practice Assessment in Education: Principles, Policy & Practice. 27: 463-476. DOI: 10.1080/0969594X.2020.1802225  0.546
2020 Dumas D, McNeish D, Greene JA. Dynamic measurement: A theoretical–psychometric paradigm for modern educational psychology Educational Psychologist. 55: 88-105. DOI: 10.1080/00461520.2020.1744150  0.729
2020 Lobczowski NG, Allen EM, Firetto CM, Greene JA, Murphy PK. An exploration of social regulation of learning during scientific argumentation discourse Contemporary Educational Psychology. 63: 101925. DOI: 10.1016/j.cedpsych.2020.101925  0.375
2020 Bernacki ML, Crompton H, Greene JA. Towards convergence of mobile and psychological theories of learning Contemporary Educational Psychology. 60: 101828. DOI: 10.1016/J.Cedpsych.2019.101828  0.731
2020 Bernacki ML, Greene JA, Crompton H. Mobile technology, learning, and achievement: Advances in understanding and measuring the role of mobile technology in education Contemporary Educational Psychology. 60: 101827. DOI: 10.1016/J.Cedpsych.2019.101827  0.749
2019 Quinonez RB, Wolcott MD, Reside JM, Jackson TH, Kornegay EC, King JD, Ciarrocca K, Kowlowitz V, Swift EJ, Zomorodi M, La Garry AE, Greene JA, De Rossi SS. Call for ACTion: Transforming Dental Education at the University of North Carolina at Chapel Hill. North Carolina Medical Journal. 80: 182-185. PMID 31072952 DOI: 10.18043/Ncm.80.3.182  0.337
2019 Greene JA, Lobczowski NG, Freed R, Cartiff BM, Demetriou C, Panter AT. Effects of a Science of Learning Course on College Students’ Learning With a Computer American Educational Research Journal. 57: 947-978. DOI: 10.3102/0002831219865221  0.588
2019 Wei L, Firetto CM, Murphy PK, Li M, Greene JA, Croninger RMV. Facilitating fourth-grade students’ written argumentation: The use of an argumentation graphic organizer The Journal of Educational Research. 112: 627-639. DOI: 10.1080/00220671.2019.1654428  0.357
2018 Murphy PK, Greene JA, Firetto CM, Hendrick BD, Li M, Montalbano C, Wei L. Quality Talk: Developing Students’ Discourse to Promote High-level Comprehension American Educational Research Journal. 55: 1113-1160. DOI: 10.3102/0002831218771303  0.447
2018 Greene JA, Cartiff BM, Duke RF. A meta-analytic review of the relationship between epistemic cognition and academic achievement. Journal of Educational Psychology. 110: 1084-1111. DOI: 10.1037/Edu0000263  0.391
2018 Greene JA, Copeland DZ, Deekens VM, Yu SB. Beyond knowledge: Examining digital literacy's role in the acquisition of understanding in science Computers & Education. 117: 141-159. DOI: 10.1016/J.Compedu.2017.10.003  0.572
2018 Greene JA, Freed R, Sawyer RK. Fostering creative performance in art and design education via self-regulated learning Instructional Science. 47: 127-149. DOI: 10.1007/S11251-018-9479-8  0.565
2018 Firetto CM, Murphy PK, Greene JA, Li M, Wei L, Montalbano C, Hendrick B, Croninger RMV. Bolstering students’ written argumentation by refining an effective discourse intervention: negotiating the fine line between flexibility and fidelity Instructional Science. 47: 181-214. DOI: 10.1007/S11251-018-9477-X  0.381
2017 Deekens VM, Greene JA, Lobczowski NG. Monitoring and depth of strategy use in computer-based learning environments for science and history. The British Journal of Educational Psychology. PMID 28801957 DOI: 10.1111/Bjep.12174  0.631
2017 Murphy PK, Greene JA, Firetto CM, Li M, Lobczowski NG, Duke RF, Wei L, Croninger RM. Exploring the influence of homogeneous versus heterogeneous grouping on students’ text-based discussions and comprehension Contemporary Educational Psychology. 51: 336-355. DOI: 10.1016/J.Cedpsych.2017.09.003  0.38
2016 Sandoval WA, Greene JA, Bråten I. Understanding and Promoting Thinking About Knowledge Review of Research in Education. 40: 457-496. DOI: 10.3102/0091732X16669319  0.355
2016 Murphy PK, Firetto CM, Greene JA. Enriching Students’ Scientific Thinking Through Relational Reasoning: Seeking Evidence in Texts, Tasks, and Talk Educational Psychology Review. 1-13. DOI: 10.1007/S10648-016-9387-X  0.377
2015 Greene JA, Oswald CA, Pomerantz J. Predictors of Retention and Achievement in a Massive Open Online Course American Educational Research Journal. 52: 925-955. DOI: 10.3102/0002831215584621  0.444
2015 Greene JA, Bolick CM, Caprino AM, Deekens VM, McVea M, Yu S, Jackson WP. Fostering High-School Students’ Self-Regulated Learning Online and Across Academic Domains The High School Journal. 99: 88-106. DOI: 10.1353/Hsj.2015.0019  0.622
2015 Greene JA, Yu SB. Educating Critical Thinkers Policy Insights From the Behavioral and Brain Sciences. 3: 45-53. DOI: 10.1177/2372732215622223  0.453
2015 Greene JA, Bolick CM, Jackson WP, Caprino AM, Oswald C, McVea M. Domain-specificity of self-regulated learning processing in science and history Contemporary Educational Psychology. 42: 111-128. DOI: 10.1016/J.Cedpsych.2015.06.001  0.63
2015 Greene JA. Serious challenges require serious scholarship: Integrating implementation science into the scholarly discourse Contemporary Educational Psychology. 40: 112-120. DOI: 10.1016/J.Cedpsych.2014.10.007  0.378
2015 Binbasaran Tuysuzoglu B, Greene JA. An investigation of the role of contingent metacognitive behavior in self-regulated learning Metacognition and Learning. 10: 77-98. DOI: 10.1007/S11409-014-9126-Y  0.59
2014 Greene JA, Yu SB, Copeland DZ. Measuring critical components of digital literacy and their relationships with learning Computers & Education. 76: 55-69. DOI: 10.1016/J.Compedu.2014.03.008  0.618
2014 Greene JA, Yu SB. Modeling and measuring epistemic cognition: A qualitative re-investigation Contemporary Educational Psychology. 39: 12-28. DOI: 10.1016/J.Cedpsych.2013.10.002  0.458
2012 Greene JA, Hutchison LA, Costa LJ, Crompton H. Investigating how college students' task definitions and plans relate to self-regulated learning processing and understanding of a complex science topic Contemporary Educational Psychology. 37: 307-320. DOI: 10.1016/J.Cedpsych.2012.02.002  0.602
2012 Murphy PK, Alexander PA, Greene JA, Hennessey MN. Examining epistemic frames in conceptual change research: Implications for learning and instruction Asia Pacific Education Review. 13: 475-486. DOI: 10.1007/S12564-011-9199-0  0.401
2011 Greene JA, Costa L, Dellinger K. Analysis of self-regulated learning processing using statistical models for count data Metacognition and Learning. 6: 275-301. DOI: 10.1007/S11409-011-9078-4  0.606
2011 Greene JA, Moos DC, Azevedo R. Self-regulation of learning with computer-based learning environments New Directions For Teaching and Learning. 2011: 107-115. DOI: 10.1002/Tl.449  0.76
2010 GREENE JA, AZEVEDO R. The Measurement of Learners’ Self-Regulated Cognitive and Metacognitive Processes While Using Computer-Based Learning Environments Educational Psychologist. 45: 203-209. DOI: 10.1080/00461520.2010.515935  0.733
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. DOI: 10.1080/00461520.2010.515932  0.648
2010 Greene JA, Torney-Purta J, Azevedo R. Empirical evidence regarding relations among a model of epistemic and ontological cognition, academic performance, and educational level. Journal of Educational Psychology. 102: 234-255. DOI: 10.1037/A0017998  0.743
2010 Greene JA, Costa L, Robertson J, Pan Y, Deekens VM. Exploring relations among college students’ prior knowledge, implicit theories of intelligence, and self-regulated learning in a hypermedia environment Computers & Education. 55: 1027-1043. DOI: 10.1016/J.Compedu.2010.04.013  0.641
2010 Greene JA, Bolick CM, Robertson J. Fostering historical knowledge and thinking skills using hypermedia learning environments: The role of self-regulated learning Computers and Education. 54: 230-243. DOI: 10.1016/J.Compedu.2009.08.006  0.653
2009 Greene JA, Brown SC. The wisdom development scale: further validity investigations. International Journal of Aging & Human Development. 68: 289-320. PMID 19711618 DOI: 10.2190/Ag.68.4.B  0.341
2009 Greene JA. Collegiate faculty expectations regarding students’ epistemic and ontological cognition and the likelihood of academic success Contemporary Educational Psychology. 34: 230-239. DOI: 10.1016/J.Cedpsych.2009.05.003  0.448
2009 Greene JA, Azevedo R. A macro-level analysis of SRL processes and their relations to the acquisition of a sophisticated mental model of a complex system Contemporary Educational Psychology. 34: 18-29. DOI: 10.1016/J.Cedpsych.2008.05.006  0.757
2008 GREENE JA, AZEVEDO R, TORNEY-PURTA J. Modeling Epistemic and Ontological Cognition: Philosophical Perspectives and Methodological Directions Educational Psychologist. 43: 142-160. DOI: 10.1080/00461520802178458  0.678
2008 Greene JA, Moos DC, Azevedo R, Winters FI. Exploring differences between gifted and grade-level students’ use of self-regulatory learning processes with hypermedia Computers & Education. 50: 1069-1083. DOI: 10.1016/J.Compedu.2006.10.004  0.756
2008 Azevedo R, Moos DC, Greene JA, Winters FI, Cromley JG. Why is externally-facilitated regulated learning more effective than self-regulated learning with hypermedia? Educational Technology Research and Development. 56: 45-72. DOI: 10.1007/S11423-007-9067-0  0.822
2008 Winters FI, Greene JA, Costich CM. Self-Regulation of Learning within Computer-based Learning Environments: A Critical Analysis Educational Psychology Review. 20: 429-444. DOI: 10.1007/S10648-008-9080-9  0.635
2007 Greene JA, Azevedo R. A Theoretical Review of Winne and Hadwin’s Model of Self-Regulated Learning: New Perspectives and Directions Review of Educational Research. 77: 334-372. DOI: 10.3102/003465430303953  0.754
2007 Greene JA, Azevedo R. Adolescents' Use of Self-Regulatory Processes and Their Relation to Qualitative Mental Model Shifts While Using Hypermedia Journal of Educational Computing Research. 36: 125-148. DOI: 10.2190/G7M1-2734-3Jrr-8033  0.723
2007 Azevedo R, Greene JA, Moos DC. The effect of a human agent’s external regulation upon college students’ hypermedia learning Metacognition and Learning. 2: 67-87. DOI: 10.1007/S11409-007-9014-9  0.77
2006 Brown SC, Greene JA. The Wisdom Development Scale: Translating the Conceptual to the Concrete Journal of College Student Development. 47: 1-19. DOI: 10.1353/Csd.2006.0002  0.371
2005 Azevedo R, Cromley JG, Winters FI, Moos DC, Greene JA. Adaptive human scaffolding facilitates adolescents' self-regulated learning with hypermedia Instructional Science. 33: 381-412. DOI: 10.1007/S11251-005-1273-8  0.814
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