Jeffrey A. Greene

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Roger AzevedoUniversity of Central FloridaVerified email at ucf.edu
Matthew L BernackiAssociate Professor, University of North Carolina, Chapel HillVerified email at unc.edu
P. Karen MurphyDistinguished Professor, The Pennsylvania State UniversityVerified email at psu.edu
Jennifer CromleyProfessor, Educational Psychology, UIUCVerified email at illinois.edu
Nikki G. LobczowskiAssistant Professor, Faculty of Education, McGill UniversityVerified email at cmu.edu
Robert D. PlumleyStudent in PhD in Education, University of North Carolina at Chapel HillVerified email at live.unc.edu
Carla M. FirettoMary Lou Fulton Teachers College, Arizona State UniversityVerified email at asu.edu
Dale SchunkVerified email at uncg.edu
Rebekah F. DukeDoctoral Student, University of North Carolina at Chapel HillVerified email at live.unc.edu
Lara-Jeane CostaUniversity of North Carolina at Chapel HillVerified email at med.unc.edu
William SandovalHead, Dept of STEM Education, North Carolina State UniversityVerified email at ncsu.edu
Helen CromptonOld Dominion UniversityVerified email at odu.edu
Liwei WeiCounty of Santa Clara, previously The Pennsylvania State UniversityVerified email at alumni.psu.edu
Kathleen M. GatesUniversity of North CarolinaVerified email at unc.edu
Brian CartiffResearch Assistant Professor, College of Education, University of South CarolinaVerified email at mailbox.sc.edu
Kelly A HoganUniversity of North CarolinaVerified email at duke.edu
Ivar BråtenProfessor of Educational Psychology at the University of Oslo, NorwayVerified email at ped.uio.no
Rebekah FreedUNCVerified email at live.unc.edu
Christopher OswaldUniversity of North Carolina at Chapel HillVerified email at live.unc.edu
Kayley LyonsUniversity of Melbourne, Centre for Digital Transformation of HealthVerified email at unimelb.edu.au

Jeffrey A. Greene

Professor, School of Education, University of North Carolina at Chapel Hill

Verified email at email.unc.edu - Homepage

educational psychology epistemic cognition self-regulation self-regulated learning


Title Sort by citations Sort by year Sort by title	Cited by Cited by	Year
Handbook of self-regulation of learning and performance DH Schunk, JA Greene Routledge, 2017	2505*	2017
A theoretical review of Winne and Hadwin’s model of self-regulated learning: New perspectives and directions JA Greene, R Azevedo Review of educational research 77 (3), 334-372, 2007	786	2007
Why is externally-facilitated regulated learning more effective than self-regulated learning with hypermedia? R Azevedo, DC Moos, JA Greene, FI Winters, JG Cromley Educational Technology Research and Development 56, 45-72, 2008	647	2008
Self-regulation of learning within computer-based learning environments: A critical analysis FI Winters, JA Greene, CM Costich Educational psychology review 20, 429-444, 2008	624	2008
A macro-level analysis of SRL processes and their relations to the acquisition of a sophisticated mental model of a complex system JA Greene, R Azevedo Contemporary educational psychology 34 (1), 18-29, 2009	503	2009
Adaptive human scaffolding facilitates adolescents’ self-regulated learning with hypermedia R Azevedo, JG Cromley, FI Winters, DC Moos, JA Greene Instructional science 33, 381-412, 2005	499	2005
Mobile technology, learning, and achievement: Advances in understanding and measuring the role of mobile technology in education ML Bernacki, JA Greene, H Crompton Contemporary Educational Psychology 60, 101827, 2020	487	2020
Modeling epistemic and ontological cognition: Philosophical perspectives and methodological directions JA GREENE, R Azevedo, J Torney-Purta Educational Psychologist 43 (3), 142-160, 2008	435	2008
Measuring critical components of digital literacy and their relationships with learning JA Greene, BY Seung, DZ Copeland Computers & education 76, 55-69, 2014	406	2014
Introduction: The measurement of learners’ self-regulated cognitive and metacognitive processes while using computer-based learning environments JA Greene, R Azevedo Educational Psychologist 45 (4), 203-209, 2010	358*	2010
Predictors of retention and achievement in a massive open online course JA Greene, CA Oswald, J Pomerantz American Educational Research Journal 52 (5), 925-955, 2015	353	2015
Historical, contemporary, and future perspectives on self-regulated learning and performance DH Schunk, JA Greene Handbook of self-regulation of learning and performance, 1-15, 2017	311	2017
Handbook of Epistemic Cognition Routledge, 2016	305*	2016
Psychological foundations of emerging technologies for teaching and learning in higher education H Crompton, M Bernacki, JA Greene Current Opinion in Psychology 36, 101-105, 2020	270	2020
The wisdom development scale: Translating the conceptual to the concrete SC Brown, JA Greene Journal of College Student Development 47, 1-19, 2006	262	2006
Adolescents' use of self-regulatory processes and their relation to qualitative mental model shifts while using hypermedia JA Greene, R Azevedo Journal of Educational Computing Research 36 (2), 125-148, 2007	231	2007
Educating critical thinkers: The role of epistemic cognition JA Greene, SB Yu Policy Insights from the Behavioral and Brain Sciences 3 (1), 45-53, 2016	213	2016
Assessing self-regulated learning using think-aloud protocol methods JA Greene, LJ Robertson, J., & Costa Handbook of self-regulation of learning and performance 1, 313-328, 2011	202*	2011
Self-regulation in education JA Greene Routledge, 2017	194	2017
A meta-analytic review of the relationship between epistemic cognition and academic achievement. JA Greene, BM Cartiff, RF Duke Journal of Educational Psychology 110 (8), 1084, 2018	193	2018

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