Education

  • Ph.D. 2007 – University of Maryland, Educational Psychology
  • M.A. 2006 – University of Maryland, Measurement, Statistics and Evaluation
  • M.Ed. 1998 – University of Maryland, Education, Counseling and Personnel Services
  • B.A. 1995 – Carleton College, Psychology

Areas of Expertise

  • Science of Learning
  • Self-Regulated Learning
  • Epistemic Cognition
  • Digital Literacy
  • Research Methods

Background

Jeff Greene studies how to help people use technology learn and thrive in the modern world. When he was young, Jeff was thrilled to get his first computer and use it to be more creative, more productive, and connect with people around the world. Today, people rarely describe their relationship with technology as “thrilling.” Instead, they lament their addiction to their phones or the struggles they have sorting the good, the bad, and the ugly on the Internet. Jeff Greene’s research focuses on making technology thrilling again, helping people make technology work for them, rather than the other way around. Specifically, his research on self-regulated learning, epistemic cognition, and digital literacy has led to over 100 peer-reviewed publications and over $8million in funding from the National Science Foundation, the Institute of Education Sciences, and the Spencer Foundation, among other sources. He is an elected Fellow of both Division 15 of the American Psychological Association and Division C of the American Educational Research Association.

Research

There is so much information available online – how do people find what they need, decide what to believe, and avoid the many distractions the Internet brings? These are the kinds of questions Greene explores in his research. Together with his students and collaborators from the School of Education, the greater UNC community, and around the world, Greene studies how to help students self-regulate their learning so that they can maximize their potential online and in the classroom. In addition, he studies how to help students be better critical consumers, users, and producers of knowledge. His work shows teaching the science of learning to students results in better, deeper thinkers who can experience greater academic and lifelong success.

  • EDUC 825, Development and Learning
  • EDUC 994, Doctoral Research and Dissertation
  • EDUC 990, Supervised Research
  • IDST 125, Triple-I: The Art and Science of Expertise
  • EDUC 990
  • EDUC 994
  • EDUC 796B, Independent Study Doctoral Level
  • EDUC 790, Special Topics in Education – Graduate
  • INLS 696, Study in Information and Library Science
  • EDUC 876, Histories of School and Schooling
  • EDUC 993, Master’s Research and Thesis
  • EDUC 711, Promoting Academic Development
  • EDUC 710, Introductory Statistical Methods
  • EDUC 822, Doctoral Internship in School Psychology
  • EDUC 784, Intermediate Statistical Methods
  • EDUC 857, Research Apprenticeship
  • EDUC 882, Seminar in Human Learning and Cognition
  • EDUC 330, The Science of Learning
  • EDUC 390, Special Topics in Education
  • EDUC 788, Instructional Theories
  • EDUC 865, College Teaching Internship
  • EDUC 782, Psychology of Learning in the School
  • EDUC 696, Independent Study Doctoral Level
  • EDUC 504, Learning in the Modern World
  • EDUC 801, Fundamentals of Educational Research
  • EDUC 644, Classroom Assessment
  • EDUC 744, Assessment Techniques for ESL/EC Teachers
  • EDUC 680, Introduction to Educational Research

“McMichael Distinguished Professor”; McMichael Distinguished Professor, $84,000. (July 1, 2021 – Present).

“American Physcological Association Editorship”, Greene, J., Lead Principal Investigator; Division of Educational Psychology of the American Psychological Association, $149,319. (July 1, 2020 – Present).

“Using Fine-grained Programming Trace Data to Inform Disc”, Greene, J., Lead Principal Investigator; NSF, $548,722. (July 1, 2023 – June 30, 2026).

“Deference to Experts as an Aspect of Humble Inquiry”, Greene, J., Co-Principal Investigator; Arizona State University, $184,109. (Prime Project: $184,109, John Templeton Foundation). (July 1, 2023 – September 30, 2025).

“Transformative Undergraduate Self-Regulated STEM Learning”, Bernacki, M., Lead Principal Investigator; Greene, J., Co-Principal Investigator; NSF, $707,962. (September 1, 2019 – August 31, 2025).

“Collaborative Research: Improving Undergraduate Student”, Greene, J., Lead Principal Investigator; NSF, $1,006,103. (October 1, 2018 – September 30, 2023).

“IUSE: Supplemental Funding for Postdoctoral Researchers to Mitigate COVID-19 Impacts on Research Career Progression”; NSF, $112,265. (October 1, 2018 – September 30, 2023).

“Psychological Determinants of Misinformation: Noticing, Mental Processing, and Reactions to COVID-19”; American Psychological Association (APA), $102,932. (March 1, 2022 – May 31, 2023).

“Quality Talk: Developing Students’ Discourse to Promote”, Greene, J., Co-Principal Investigator; Pennsylvania State University, $317,111. (Prime Project: $1,230,556, IES). (July 1, 2013 – June 30, 2018).

  • Distinguished International Professor at the Hector Research Institute, University of Tubingen. (2025).
  • HAI Fellow in the Faculty of Education, University of Haifa. (June 2025).
  • Outstanding Reviewer, Review of Educational Research. (April 2025).
  • Distinguished International Professor at the Hector Research Institute, University of Tübingen. (December 31, 2024).
  • Outstanding Reviewer, Review of Educational Research. (2024).
  • Top Reviewer, Journal of Educational Psychology. (2024).
  • Distinguished International Professor at the Hector Research Institute, University of Tübingen. (June 1, 2023).
  • Review of Educational Research, Outstanding Reviewer for 2022, American Educational Research Association. (March 1, 2022).
  • Nominated for:University of North Carolina at Chapel Hill School of Education’s Teaching Excellence Award, School of Education. (2021).
  • Outstanding Review for Review of Educational Research, American Educational Research Association. (2021).
  • Nominated for:Elected Fellow, American Psychological Association, Division 15. (January 1, 2020).
  • Richard E. Snow Early Career Award, American Psychological Association, Division 15. (2016).
  • Association for Psychological Science. (January 1, 2007 – Present).
  • American Psychological Association. (January 1, 2005 – Present).
  • American Educational Research Association. (January 2004 – Present).
  • Sigma Xi. (June 15, 1995 – Present).

Journal Article

Azevedo, R., Cromley, J. G., Winters, F. I., Moos, D. C., Greene, J., & Vick, J. E. (published). Are All Human Adaptive Scaffolding Methods Equally Effective in Facilitating Self-Regulated Learning with Hypermedia?.

Greene, J., Costa, L., Earl, A., & Dellinger, K. (published). Using Poisson, Negative Binomial, and Zero-Inflated Count Models for Analysis of Self-Regulated Learning Process Data.

Ren, S., Greene, J., Bernacki, M., & Ding, L. (2026). Beyond the black box: The resource-intervention match framework for explaining differential effects of self-regulated learning interventions. Learning and Individual Differences, 125, 102843.

Fabian, A., Stein, X., Berens, F., Tsarava, K., Wagner, W., von Keyserlingk, L., Golle, J., Greene, J., Bernacki, M., Paravicini, W., & others. (2026). Investigating motivational fluctuation and dropout among talented primary school children in a self-paced online mathematics course. ZDM–Mathematics Education, 1–13.

Howlett, M. A., Berro, M. A., Abels, K., Bernacki, M., Panter, A., & Greene, J. (2025). Academic Coaches’ Perceptions of Coaching Students Enrolled in Introductory STEM Courses: An Exploratory Study. Journal of College Reading and Learning, 55(2), 161–178.

Worsnip, A., Lane, D., Pratt, S., Napolitano, M. G., Gray, K., & Greene, J. (2025). Authority or autonomy? Philosophical and psychological perspectives on deference to experts. Philosophical Psychology, 1–36.

Braasch, J. L., Cartiff, B. M., Greene, J., Chen, J., & Duke, R. F. (2025). College undergraduates’ use of epistemic criteria and strategies while designing psychology research studies. The Journal of Experimental Education, 1–18.

Berro, M. A., Ott, L., Garland, A., Evans, M., Hogan, K. A., Plumley, R. D., Kuhlmann, S., Yu, L., Bernacki, M., & Greene, J. (2025). Design matters: Students’ adherence to high-structure course design activities predicts their academic success. Journal of Educational Psychology. Published.

Lee, C., Luo, L., Kuhlmann, S., Plumley, R. D., Panter, A. T., Bernacki, M., Greene, J., & Gates, K. M. (2025). Interpretable Predictive Analytics for Online Learning: A Markov-Based Machine Learning Approach. Journal of Learning Analytics, 12(2), 259–278.

Yu, L., Halpin, P., Bernacki, M., Ren, S., Plumley, R. D., & Greene, J. (2025). Interpreting Predictive Learning Sequences in a College Math Course through a Self-Regulated Learning Framework. Journal of Learning Analytics, 12(3), 66–86.

Firetto, C. M., Murphy, P. K., Starrett, E., Herman, E. A., Greene, J., Tang, Y., & Yan, L. (2025). Investigating grade-level and text genre effects in Quality Talk discussions: An AI-powered discourse analysis of upper primary students’ high-level comprehension. Learning and Instruction, 100, 102208.

Zhang, L., Carter, Jr, R. A., Bernacki, M., & Greene, J. (2025). Personalization, individualization, and differentiation: What do they mean and how do they differ for students with disabilities?. Exceptionality, 33(4), 241–262.

Hou, C., Kuhlmann, S., Greene, J., Bernacki, M., & Hogan, K. A. (2025). Process mining measures students’ help-seeking transitions when completing assignments in an online learning and assessment platform. Metacognition and Learning, 20(1), 40.

Ding, L., Windsor, E., Greene, J., Plumley, R. D., Ren, S., Stachura-Webb, N., Bernacki, M., & Hilpert, J. C. (2025). Using Students’ Motivation and Early Course Performance to Examine STEM Dropout: A Survival Analysis Approach. Journal of College Student Retention: Research, Theory \& Practice, 15210251251391367. 10.1177/15210251251391367

Wolff, S. M., Hilpert, J. C., Bernacki, M., Greene, J., & Strong, C. (2025). Using the fused graphical lasso to explore the motivational self-system after a multimedia self-regulated learning training: a brief research report. Frontiers in Psychology, 16, 1414563.

Bernacki, M., Yu, L., Kuhlmann, S., Plumley, R., Greene, J., Duke, R., Freed, R., Hollander-Blackmon, C., & Hogan, K. (2025). Using multimodal learning analytics to validate digital traces of self-regulated learning in a laboratory study and predict performance in undergraduate courses. Journal of Educational Psychology,, 117(2), 176–205. https://doi.org/10.1037/edu0000890

Greene, J., & Crompton, H. (2025). Synthesizing Definitions of Digital Literacy for the Web 3.0. TechTrends, 69(1), 21–37. https://doi.org/10.1007/s11528-024-01015-3

Deininger, H., Pieronczyk, I., Parrisius, C., Plumley, R. D., Meurers, D., Kasneci, G., Nagengast, B., Trautwein, U., Greene, J., & Bernacki, M. (2025). Using theory-informed learning analytics to understand how homework behavior predicts achievement. Journal of Educational Psychology, 117(1), 12–37. https://doi.org/10.1037/edu0000906

Greene, J., & Linnenbrink-Garcia, L. (2025). Coeditors’ outgoing editorial statement. Educational Psychologist, 60(1), 1–3. https://doi.org/10.1080/00461520.2025.2439767

Greene, J., & Robinson, K. A. (2024). Bold, Humble, Collaborative, and Virtuous: The Future of Theory Development in Educational Psychology. Educational Psychology Review, 36(4). https://doi.org/10.1007/s10648-024-09971-1

Bembenutty, H., Kitsantas, A., DiBenedetto, M. K., Wigfield, A., Greene, J., Usher, E. L., Bong, M., Cleary, T. J., Panadero, E., Mullen, C. A., & Chen, P. P. (2024). Harnessing Motivation, Self-Efficacy, and Self-Regulation: Dale H. Schunk’s Enduring Influence. Educational Psychology Review, 36(4). https://doi.org/10.1007/s10648-024-09969-9

Deekens, V., Cartiff, B., & Greene, J. (2024). Experts’ adaptation of apt epistemic performance: The role of practical knowledge. Journal of the Learning Sciences, 33(3), 465–501. https://doi.org/10.1080/10508406.2024.2338937

Wolff, S., Hilpert, J., Vongkulluksn, V., Bernacki, M., & Greene, J. (2024). Self-efficacy inertia: The role of competency beliefs and academic burden in achievement. Contemporary Educational Psychology, 79, 102315. https://doi.org/10.1016/j.cedpsych.2024.102315

Zhang, L., Carter, R. A., Bernacki, M., & Greene, J. (2024). Personalization, Individualization, and Differentiation: What Do They Mean and How Do They Differ for Students with Disabilities?. Exceptionality, 1–22. https://doi.org/10.1080/09362835.2024.2446219

Plumley, R. D., Bernacki, M., Greene, J., Kuhlmann, S., Raković, M., Urban, C. J., Hogan, K. A., Lee, C., Panter, A. T., & Gates, K. M. (2024). Co-designing enduring learning analytics prediction and support tools in undergraduate biology courses. British Journal of Educational Technology, 55(5), 1860–1883. https://doi.org/10.1111/bjet.13472

Kuhlmann, S., Plumley, R., Evans, Z., Bernacki, M., Greene, J., Hogan, K. A., Berro, M., Gates, K., & Panter, A. (2024). Students’ active cognitive engagement with instructional videos predicts STEM learning. Computers & Education, 216, 105050. https://doi.org/10.1016/j.compedu.2024.105050

Zhang, L., Carter, R. A., Greene, J., & Bernacki, M. (2024). Unraveling Challenges with the Implementation of Universal Design for Learning: A Systematic Literature Review. Educational Psychology Review, 36(1). https://doi.org/10.1007/s10648-024-09860-7

Greene, J., Hollander-Blackmon, C., Kirk, E. A., & Deekens, V. M. (2024). What are they thinking? Exploring college students’ mental processing and decision making about COVID-19 (mis)information on social media. Journal of Educational Psychology, 116(1), 76–101. https://doi.org/10.1037/edu0000842

Dragnić-Cindrić, D., Lobczowski, N. G., Greene, J., & Murphy, P. K. (2024). Exploring the Teacher’s Role in Discourse and Social Regulation of Learning: Insights from Collaborative Sessions in High-School Physics Classrooms. Cognition and Instruction, 42(1), 92–123. https://doi.org/10.1080/07370008.2023.2266847

Sung, H., Bernacki, M., Greene, J., Yu, L., & Plumley, R. D. (2024). Beyond Frequency: Using Epistemic Network Analysis and Multimodal Traces to Understand Temporal Dynamics of Self-Regulated Learning. Journal of Science Education and Technology. Published. https://doi.org/10.1007/s10956-024-10164-2

Kuhlmann, S., Bernacki, M., & Greene, J. (2023). A multimedia learning theory-informed perspective on self-regulated learning. New Directions for Teaching and Learning, 2023(174), 17–23.

Kuhlmann, S. L., Bernacki, M. L., & Greene, J. A. (2023). A multimedia learning theory‐informed perspective on self‐regulated learning. New Directions for Teaching and Learning, 174, 17–23. https://doi.org/10.1002/tl.20544

Greene, J., Bernacki, M., Plumley, R. D., Kuhlmann, S., Hogan, K. A., Evans, M., Gates, K. M., & Panter, A. T. (2023). Investigating bifactor modeling of biology undergraduates’ task values and achievement goals across semesters. Journal of Educational Psychology, 115(6), 836–858. https://doi.org/10.1037/edu0000803

Hilpert, J. C., Greene, J., & Bernacki, M. (2023). Leveraging complexity frameworks to refine theories of engagement: Advancing self-regulated learning in the age of artificial intelligence. British Journal of Educational Technology, 54(5), 1204–1221.

Arizmendi, C., Bernacki, M., Rakovic, M., Plumley, R., Urban, C., Panter, A., Greene, J., & Gates, K. (2023). Predicting student outcomes using internet logs of learning behaviors: Review, current standards, and suggestions for future work. Behavioral Research Methods, 55, 306–3054. https://doi.org/10.3758/s13428-022-01939-9

Bernacki, M., Cogliano, M. C., Kuhlmann, S. L., Utz, J., Strong, C., J. C. H., & Greene, J. (2023). Relations between undergraduates’ self-regulated learning skill mastery during digital training and biology performance. Metacognition and Learning, 18, 711–774. https://doi.org/10.1007/s11409-023-09356-9

Ajeen, R., Ajeen, D., Wisdom, J. P., Greene, J., Lepage, T., Sjoelin, C., Melvin, T., Hagan, T. E., Hunter, K. F., Peters, A., Mercer, R., & Brancu, M. (2023). The impact of trauma-informed design on psychological well-being in homeless shelters. Psychological Services, 20(3), 680–689. https://doi.org/10.1037/ser0000724

Greene, J. (2023). Using Fine-grained Programming Trace Data to Inform Disciplinary Models of Self-Regulated Learning in Computing Education. NSF Award Number 2300613. Directorate for STEM Education, 23(2300613), 613.

Price, T. W. (2023). Using Fine-grained Programming Trace Data to Inform Disciplinary Models of Self-Regulated Learning in Computing Education. NSF Award Number 2300612. Directorate for STEM Education, 23(2300612), 612.

Kuhlmann, S., Bernacki, M., Greene, J., Hogan, K., Evans, M., Plumley, R. D., Gates, K. M., & Panter, A. T. (2023). How do students’ achievement goals relate to learning from well-designed instructional videos and subsequent exam performance?. Contemporary Educational Psychology., 73, 102162. https://doi.org/10.1016/j.cedpsych.2023.102162

Hilpert, J. C., Greene, J., & Bernacki, M. (2023). Leveraging complexity frameworks to refine theories of engagement: Advancing self‐regulated learning in the age of artificial intelligence. British Journal of Educational Technology, 54(5), 1204–1221. https://doi.org/10.1111/bjet.13340

Kuhlmann, S., Bernacki, M., & Greene, J. (2023). A multimedia learning theory‐informed perspective on self‐regulated learning. New Directions for Teaching and Learning, 2023(174), 17–23. https://doi.org/10.1002/tl.20544

Gill, M. G., Trevors, G., Greene, J., & Algina, J. (2022). Don’t take it personally? The role of personal relevance in conceptual change. Journal of Experimental Education, 90(1), 1–22. https://doi.org/10.1080/00220973.2020.1754152

Rakovi\’c, Mladen, Bernacki, M., Greene, J., Plumley, R. D., Hogan, K. A., Gates, K. M., & Panter, A. T. (2022). Examining the critical role of evaluation and adaptation in self-regulated learning. Contemporary Educational Psychology, 68, 102027.

Murphy, P. K., Greene, J., Firetto, C. M., Croninger, R. M., Duke, R. F., Li, M., & Lobczowski, N. G. (2022). Examining the effects of quality talk discussions on 4th-and 5th-grade students’ high-level comprehension of text. Contemporary Educational Psychology, 71, 102099.

Arizmendi, C. J., Bernacki, M., Rakovi\’c, Mladen, Plumley, R. D., Urban, C. J., Panter, A., Greene, J., & Gates, K. M. (2022). Predicting student outcomes using digital logs of learning behaviors: Review, current standards, and suggestions for future work. Behavior Research Methods, 1–29.

Ajeen, R., Ajeen, D., Wisdom, J. P., Greene, J., Lepage, T., Sjoelin, C., Melvin, T., Hagan, T. E., Hunter, K. F., Peters, A., & others. (2022). The impact of trauma-informed design on psychological well-being in homeless shelters. Psychological Services. Published.

Akos, P., Greene, J., Fotheringham, E., Raynor, S., Gonzales, J., & Godwin, J. (2022). The promise of noncognitive factors for underrepresented college students. Journal of College Student Retention: Research, Theory \& Practice, 24(2), 575–602.

Yu, L., Bernacki, M., Greene, J., Plumley, R. D., Duke, R. F., Freed, R., Gates, K. M., & Panter, A. T. (2022). Understanding College Students’ Self-Regulated Learning Using Process Mining. Companion Proceedings of the 12th, 45.

Greene, J. (2022). What Can Educational Psychology Learn From, and Contribute to, Theory Development Scholarship?. Educational Psychology Review, 1–25.

Greene, J., Duke, R., Freed, R., Dragnic-Cindric, D., & Cartiff, B. M. (2022). Effects of an ego-depletion intervention upon online learning. Computers & Education, 177, 104362. https://doi.org/10.1016/j.compedu.2021.104362

Akos, P., Greene, J., McAuliffe, S., Frothingham, E., & Gonzales, J. (2022). The Promise of Noncognitive Factors for African American College Students. Journal of College Student Retention: Research, Theory & Practice. Accepted.

Greene, J. (2021). Teacher support for metacognition and self-regulated learning: a compelling story and a prototypical model. Metacognition and Learning, 16(3), 651–666. https://doi.org/10.1007/s11409-021-09283-7

Greene, J., Chinn, C. A., & Deekens, V. M. (2021). Experts’ reasoning about the replication crisis: Apt epistemic performance and actor-oriented transfer. Journal of the Learning Sciences, 30(3), 351–400.

Greene, J., Chinn, C. A., & Deekens, V. M. (2021). Experts’ reasoning about the replication crisis: Apt epistemic performance and actor-oriented transfer30. Journal of the Learning Sciences, 30(3), 351–400. https://doi.org/10.1080/10508406.2020.1860992

Greene, J., Plumley, R. D., Urban, C. J., Bernacki, M., Gates, K. M., Hogan, K. A., Demetriou, C., & Panter, A. T. (2021). Modeling temporal self-regulatory processing in a higher education biology course. Learning and Instruction, 72, 101201.

Dragni\’c-Cindri\’c, Dalila, & Greene, J. (2021). Social regulation of learning as a base for successful collaboration. Published.

Lyons, K. M., Lobczowski, N. G., Greene, J., Whitney, J., & McLaughlin, J. (2021). Using a design-based research approach to develop and study a web-based tool to support collaborative learning. Computers & Education, 161, 104064. https://doi.org/10.1016/j.compedu.2020.104064

Wei, L., Firetto, C. M., Duke, R. F., Greene, J., & Murphy, P. K. (2021). High school students’ epistemic cognition and argumentation practices during small-group quality talk discussions in science. Education Sciences, 11, 616. https://doi.org/10.3390/educsci11100616

Greene, J., Copeland, D. Z., & Deekens, V. M. (2021). A Model of Technology Incidental Learning Effects. Educational Psychology Review, 33, 883–913. https://doi.org/10.1007/s10648-020-09575-5

Greene, J., Urban, C. J., Plumley, R. D., Bernacki, M., Gates, K., Hogan, K., Demetriou, C., & Panter, A. (2021). Modeling temporal and contingent self-regulatory processing in a higher education biology course. Learning and Instruction, 72, 101201. https://doi.org/10.1016/j.learninstruc.2019.04.002

Cartiff, B. M., Duke, R. F., & Greene, J. (2021). The effect of epistemic cognition interventions on academic achievement: A meta-analysis. Journal of Educational Psychology, 113(3), 477–498. https://doi.org/10.1037/edu0000490

Lobczowski, N. G., Lyons, K., Greene, J., & McLaughlin, J. E. (2021). Socially shared metacognition in a project-based learning environment: A comparative case study. Learning, Culture and Social Interaction, 30, 100543. https://doi.org/10.1016/j.lcsi.2021.100543

Lobczowski, N. G., Lyons, K., Greene, J., & McLaughlin, J. E. (2021). Socioemotional regulation strategies in a project-based learning environment. Contemporary Educational Psychology, 65, 101968. https://doi.org/10.1016/j.cedpsych.2021.101968

Crompton, H., Bernacki, M., & Greene, J. (2020). Psychological Foundations of Emerging Technologies for Teaching and Learning in Higher Education. Current Opinion in Psychology, 36, 101–105. https://doi.org/10.1016/j.copsyc.2020.04.011

Lobczowski, N. G., Allen, E. M., Firetto, C. M., Greene, J., & Murphy, P. K. (2020). An exploration of social regulation of learning during scientific argumentation discourse. Contemporary Educational Psychology, 63, 101925.

Greene, J., Lobczowski, N. G., Freed, R., Cartiff, B. M., Demetriou, C., & Panter, A. (2020). Effects of a science of learning course on college students’ learning with a computer. American Educational Research Journal, 57(3), 947–978.

Costa, L. C., Green, J., & Hooper, S. R. (2020). The relations among the development of written language and executive functions for children in elementary school. Approaches to Lifespan Writing Research: Generating an Actionable Coherence. University Press of Colorado, 159–175.

Greene, J. (2020). Building upon synergies among self-regulated learning and formative assessment research and practice. Assessment in Education: Principles, Policy & Practice, 27(4), 463–476. https://doi.org/10.1080/0969594x.2020.1802225

Dumas, D., McNeish, D., & Greene, J. (2020). Dynamic measurement: A theoretical–psychometric paradigm for modern educational psychology. Educational Psychologist, 55(2), 88–105. https://doi.org/10.1080/00461520.2020.1744150

Bernacki, M., Greene, J., & Crompton, H. (2020). Mobile technology, learning, and achievement: Advances in understanding and measuring the role of mobile technology in education. Contemporary Educational Psychology, 60, 101827. https://doi.org/10.1016/j.cedpsych.2019.101827

Bernacki, M., Crompton, H., & Greene, J. (2020). Towards convergence of mobile and psychological theories of learning. Contemporary Educational Psychology, 60, 101828. https://doi.org/10.1016/j.cedpsych.2019.101828

Greene, J., & Linnenbrink-Garcia, L. (2020). Coeditors’ statement. Educational Psychologist, 55(1), 50–51. https://doi.org/10.1080/00461520.2019.1687298

Firetto, C. M., Murphy, P. K., Greene, J., Li, M., Wei, L., Montalbano, C., Hendrick, B., & Croninger, R. M. (2019). Bolstering studentsÕ written argumentation by refining an effective discourse intervention: negotiating the fine line between flexibility and fidelity. Instructional Science, 47(2), 181–214.

Firetto, C. M., Murphy, P. K., Greene, J., Li, M., Wei, L., Montalbano, C., Hendrick, B., & Croninger, R. M. (2019). Bolstering students’ written argumentation by refining an effective discourse intervention: Negotiating the fine line between flexibility and fidelity. Instructional Science, 47(2), 181–214.

Greene, J., Lobczowski, N. G., Freed, R., Cartiff, B. M., Demetriou, C., & Panter, A. (2019). Effects of a Science of Learning Course on College StudentsÕ Learning With a Computer. American Educational Research Journal, 0002831219865221.

Wei, L., Firetto, C. M., Murphy, P. K., Li, M., Greene, J., & Croninger, R. M. (2019). Facilitating fourth-grade studentsÕ written argumentation: The use of an argumentation graphic organizer. The Journal of Educational Research, 112(5), 627–639.

Wei, L., Firetto, C. M., Murphy, P. K., Li, M., Greene, J., & Croninger, R. M. (2019). Facilitating fourth-grade students’ written argumentation: The use of an argumentation graphic organizer. The Journal of Educational Research, 112(5), 627–639.

Greene, J., Freed, R., & Sawyer, K. (2019). Fostering creative performance in art and design education via self-regulated learning. Instructional Science, 47(2), 127–149.

Bernacki, M., Greene, J., & Crompton, H. (2019). Mobile Technology, Learning, and Achievement: Advances in Understanding and Measuring the Role of Mobile Technology in Education. Contemporary Educational Psychology, 101827.

Greene, J., Plumley, R. D., Urban, C. J., Bernacki, M., Gates, K. M., Hogan, K. A., Demetriou, C., & Panter, A. T. (2019). Modeling temporal self-regulatory processing in a higher education biology course. Learning and Instruction, 101201.

Bernacki, M., Crompton, H., & Greene, J. (2019). Towards Convergence of Mobile and Psychological Theories of Learning. Contemporary Educational Psychology, 101828.

Quinonez, R., Wolcott, M., Reside, J., Jackson, T., Kornegay, E., King, J., Ciarocca, K., Kowlowitz, V., Swift, E., Zomorodi, M., LaGarry-Cahoon, A., Greene, J., & DeRossi, S. (2019). Call for ACTion Transforming Dental Education at the University of North Carolina at Chapel Hill. North Carolina medical journal, 80(3), 182-185. North Carolina Medical Journal, 80(3), 182–185. https://doi.org/10.18043/ncm.80.3.182

Greene, J., Freed, R., & Sawyer, K. (2019). Fostering creative performance in art and design education via self-regulated learning. Instructional Science, 47(2), 127–149. https://doi.org/10.1007/s11251-018-9479-8

Greene, J., Cartiff, B. M., & Duke, R. F. (2018). A meta-analytic review of the relationship between epistemic cognition and academic achievement. Journal of Educational Psychology, 110(8), 1084–1111. https://doi.org/10.1037/edu0000263

Firetto, C. M., Murphy, P. K., Greene, J., Li, M., Wei, L., Montalbano, C., Hendrick, B., & Croninger, R. M. (2018). Bolstering studentsÕ written argumentation by refining an effective discourse intervention: negotiating the fine line between flexibility and fidelity. Instructional Science, 1–34.

Greene, J. (2018). Collaborative Research: Improving Undergraduate Student Success in Introductory STEM Courses Via Campus Data Systems and Targeted Support for Self-Regulated Learning. NSF Award Number 1821594. Directorate for STEM Education, 18(1821594), 21594.

Murphy, P. K., Greene, J., Allen, E., Baszczewski, S., Swearingen, A., Wei, L., & Butler, A. M. (2018). Fostering high school studentsÕ conceptual understanding and argumentation performance in science through Quality Talk discussions. Science Education, 102(6), 1239–1264.

Murphy, P. K., Greene, J., Firetto, C. M., Hendrick, B. D., Li, M., Montalbano, C., & Wei, L. (2018). Quality Talk: Developing studentsÕ discourse to promote high-level comprehension. American Educational Research Journal, 55(5), 1113–1160.

Murphy, P. K., Greene, J., Firetto, C. M., Hendrick, B. D., Li, M., Montalbano, C., & Wei, L. (2018). Quality talk: Developing students’ discourse to promote high-level comprehension. American Educational Research Journal, 55(5), 1113–1160.

Deekens, V. M., Greene, J., & Lobczowski, N. G. (2018). Monitoring and depth of strategy use in computer-based learning environments for science and history. British Journal of Educational Psychology, 88(1), 63–79. https://doi.org/10.1111/bjep.12174

Greene, J., Copeland, D. Z., Deekens, V. M., & Seung, B. Y. (2018). Beyond knowledge: Examining digital literacy’s role in the acquisition of understanding in science. Computers \& Education, 117, 141–159. https://doi.org/10.1016/j.compedu.2017.10.003

Deekens, V., Greene, J., & Lobczowski, N. (2018). Monitoring and depth of strategy use in computer-based learning environments for science and history. British Journal of Educational Psychology, 88, 63–79. https://doi.org/10.1111/bjep.12174

Murphy, P. K., Firetto, C. M., Greene, J., & Butler, A. M. (2017). Analyzing the talk in Quality Talk discussions: A coding manual. Published.

Murphy, P. K., Firetto, C. M., & Greene, J. (2017). Enriching studentsÕ scientific thinking through relational reasoning: Seeking evidence in texts, tasks, and talk. Educational Psychology Review, 29(1), 105–117.

Murphy, P. K., Greene, J., Firetto, C. M., Li, M., Lobczowski, N. G., Duke, R. F., Wei, L., & Croninger, R. M. (2017). Exploring the influence of homogeneous versus heterogeneous grouping on studentsÕ text-based discussions and comprehension. Contemporary Educational Psychology, 51, 336–355.

Schunk, D. H., & Greene, J. (2017). Handbook of self-regulation of learning and performance. Published.

Kosh, A. E., Greene, J., Murphy, P. K., Burdick, H., Firetto, C., & Elmore, J. (accepted). Automated scoring of students’ small-group discussions to assess reading ability. Educational Measurement: Issues and Practice, 37(2), 20–34.

Greene, J., Sawyer, K., & Freed, R. (published). Fostering self-regulated learning and expertise in art and design education. Instructional Science.

Murphy, P. K., Greene, J., Firetto, C. M., Li, M., Lobczowski, N. G., Duke, R. F., Wei, L., & Croninger, R. (2017). Exploring the influence of homogeneous versus heterogeneous grouping on students’ text-based discussions and comprehension. Contemporary Educational Psychology, 51, 336–355. https://doi.org/10.1016/j.cedpsych.2017.09.003

Murphy, P. K., Firetto, C. M., & Greene, J. (2017). Enriching students’ scientific thinking through relational reasoning: Seeking evidence in tasks, texts, and talk. Educational Psychology Review, 29, 105–117.

Brancu, M., Jobes, D., Wagner, B. M., Greene, J., & Fratto, T. A. (2016). Are There Linguistic Markers of Suicidal Writing That Can Predict the Course of Treatment? A Repeated Measures Longitudinal Analysis. Archives of Suicide Research, 20(3), 438–450.

Greene, J., & Yu, S. B. (2016). Educating critical thinkers: The role of epistemic cognition. Policy Insights from the Behavioral and Brain Sciences, 3(1), 45–53.

Murphy, P. K., Firetto, C. M., & Greene, J. (2016). Enriching Students’ Scientific Thinking Through Relational Reasoning: Seeking Evidence in Texts, Tasks, and Talk. Educational Psychology Review, 1–13.

Sandoval, W. A., Greene, J., & Bråten, I. (2016). Understanding and Promoting Thinking About Knowledge: Origins, Issues, and Future Directions of Research on Epistemic Cognition. Review of Research in Education, 40(1), 457–496.

Binbasaran-Tuysuzoglu, B., & Greene, J. (2015). An investigation of the role of contingent metacognitive behavior in self-regulated learning. Metacognition and Learning, 10, 77–98.

Greene, J., Bolick, C., Jackson, W. P., Caprino, A. M., Oswald, C., & McVea, M. (2015). Domain-specificity of self-regulated learning processing in science and history. Contemporary Educational Psychology, 42, 111–128.

Greene, J., Bolick, C., Caprino, A Michael, Deekens, V. M., McVea, M., Yu, S., & Jackson, W. P. (2015). Fostering High-School Students’ Self-Regulated Learning Online and Across Academic Domains. The High School Journal, 99(1), 88–106.

Greene, J., Oswald, C. A., & Pomerantz, J. (2015). Predictors of retention and achievement in a massive open online course. American Educational Research Journal, 0002831215584621.

Greene, J. (2015). Serious challenges require serious scholarship: Integrating implementation science into the scholarly discourse. Contemporary Educational Psychology, 40, 112–120.

Greene, J., Seung, B. Y., & Copeland, D. Z. (2014). Measuring critical components of digital literacy and their relationships with learning. Computers & Education, 76, 55–69.

Greene, J., & Seung, B. Y. (2014). Modeling and measuring epistemic cognition: A qualitative re-investigation. Contemporary Educational Psychology, 39(1), 12–28.

Murphy, P. K., Alexander, P. A., Greene, J., & Hennessey, M. N. (2012). Examining epistemic frames in conceptual change research: implications for learning and instruction. Asia Pacific Education Review, 13(3), 475–486.

Greene, J., Hutchison, L. A., Costa, L., & Crompton, H. (2012). Investigating how college studentsÕ task definitions and plans relate to self-regulated learning processing and understanding of a complex science topic. Contemporary Educational Psychology. Published.

Greene, J., Hutchison, L. A., Costa, L., & Crompton, H. (2012). Investigating how college students’ task definitions and plans relate to self-regulated learning processing and understanding of a complex science topic. Contemporary Educational Psychology. Published.

Alexander, P. A., Murphy, P. K., & Greene, J. (2012). Projecting educational psychologyÕs future from its past and present: A trend analysis.. Published.

Alexander, P. A., Murphy, P. K., & Greene, J. (2012). Projecting educational psychology’s future from its past and present: A trend analysis.. Published.

Azevedo, R., Cromley, J. G., Moos, D. C., Greene, J., & Winters, F. I. (2011). Adaptive content and process scaffolding: A key to facilitating students’ self-regulated learning with hypermedia. Psychological Testing and Assessment Modeling, 53(1), 106–140.

Greene, J., Costa, L., & Dellinger, K. (2011). Analysis of self-regulated learning processing using statistical models for count data. Metacognition and Learning, 6(3), 275–301.

Greene, J., Moos, D. C., & Azevedo, R. (2011). Self-regulation of learning with computer-based learning environments. New Directions for Teaching and Learning, 2011(126), 107–115.

Greene, J., Torney-Purta, J., & Azevedo, R. (2010). Empirical evidence regarding relations among a model of epistemic and ontological cognition, academic performance, and educational level. Journal of Educational Psychology, 102(1), 234.

Greene, J., Costa, L., Robertson, J., Pan, Y., & Deekens, V. M. (2010). Exploring relations among college studentsÕ prior knowledge, implicit theories of intelligence, and self-regulated learning in a hypermedia environment. Computers \& Education, 55(3), 1027–1043.

Greene, J., Costa, L., Robertson, J., Pan, Y., & Deekens, V. M. (2010). Exploring relations among college students’ prior knowledge, implicit theories of intelligence, and self-regulated learning in a hypermedia environment. Computers & Education, 55(3), 1027–1043.

Greene, J., Bolick, C., & Robertson, J. (2010). Fostering historical knowledge and thinking skills using hypermedia learning environments: The role of self-regulated learning. Computers & Education, 54(1), 230–243.

Greene, J., & Azevedo, R. (2010). Introduction: The measurement of learnersÕ self-regulated cognitive and metacognitive processes while using computer-based learning environments. Educational Psychologist, 45(4), 203–209.

Greene, J., & Azevedo, R. (2010). Introduction: The measurement of learners’ self-regulated cognitive and metacognitive processes while using computer-based learning environments. Educational Psychologist, 45(4), 203–209.

Greene, J. (2010). Realizing the potential of digital libraries through the development of a self-regulated learning intervention aimed to foster conceptual understanding in science and history. NSF Award Number 1043990. Directorate for STEM Education, 10(1043990), 43990.

Greene, J., Muis, K. R., & Pieschl, S. (2010). The role of epistemic beliefs in studentsÕ self-regulated learning with computer-based learning environments: Conceptual and methodological issues. Educational Psychologist, 45(4), 245–257.

Greene, J., Muis, K. R., & Pieschl, S. (2010). The role of epistemic beliefs in students’ self-regulated learning with computer-based learning environments: Conceptual and methodological issues. Educational Psychologist, 45(4), 245–257.

Greene, J., & Azevedo, R. (2009). 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(1), 18–29.

Jobes, D. A., Kahn-Greene, E., Greene, J., & Goeke-Morey, M. (2009). Clinical improvements of suicidal outpatients: examining suicide status form responses as predictors and moderators. Archives of Suicide Research, 13(2), 147–159.

Greene, J. (2009). Collegiate faculty expectations regarding studentsÕ epistemic and ontological cognition and the likelihood of academic success. Contemporary Educational Psychology, 34(3), 230–239.

Greene, J. (2009). Collegiate faculty expectations regarding students’ epistemic and ontological cognition and the likelihood of academic success. Contemporary Educational Psychology, 34(3), 230–239.

Greene, J., & Brown, S. C. (2009). The wisdom development scale: Further validity investigations. The International Journal of Aging and Human Development, 68(4), 289–320.

Greene, J., Moos, D. C., Azevedo, R., & Winters, F. I. (2008). Exploring differences between gifted and grade-level studentsÕ use of self-regulatory learning processes with hypermedia. Computers \& Education, 50(3), 1069–1083.

Greene, J., Moos, D. C., Azevedo, R., & Winters, F. I. (2008). Exploring differences between gifted and grade-level students’ use of self-regulatory learning processes with hypermedia. Computers & Education, 50(3), 1069–1083.

Greene, J., Azevedo, R., & Torney-Purta, J. (2008). Modeling epistemic and ontological cognition: Philosophical perspectives and methodological directions. Educational Psychologist, 43(3), 142–160.

Winters, F. I., Greene, J., & Costich, C. M. (2008). Self-regulation of learning within computer-based learning environments: A critical analysis. Educational Psychology Review, 20(4), 429–444.

Azevedo, R., Moos, D. C., Greene, J., Winters, F. I., & Cromley, J. G. (2008). Why is externally-facilitated regulated learning more effective than self-regulated learning with hypermedia?. Educational Technology Research and Development, 56(1), 45–72.

Greene, J., & Azevedo, R. (2007). A theoretical review of Winne and HadwinÕs model of self-regulated learning: New perspectives and directions. Review of Educational Research, 77(3), 334–372.

Greene, J., & Azevedo, R. (2007). A theoretical review of Winne and Hadwin’s model of self-regulated learning: New perspectives and directions. Review of Educational Research, 77(3), 334–372.

Greene, J., & Azevedo, R. (2007). Adolescents’ use of self-regulatory processes and their relation to qualitative mental model shifts while using hypermedia. Journal of Educational Computing Research, 36(2), 125–148.

Murphy, P. K., Alexander, P. A., Greene, J., & Edwards, M. N. (2007). Epistemological threads in the fabric of conceptual change research.. Published.

Luckin, R., & others. (2007). The dynamic nature of self-regulatory behavior in self-regulated learning and externally-regulated learning episodes. Artificial Intelligence in Education: Building Technology Rich Learning Contexts That Work, 158, 179.

Episodes, E. L. (2007). The dynamic nature of self-regulatory behavior in self-regulated learning and externally-regulated learning episodes. Artificial Intelligence in Education: Building Technology Rich Learning Contexts That Work, 158, 179.

Azevedo, R., Greene, J., & Moos, D. C. (2007). The effect of a human agentÕs external regulation upon college studentsÕ hypermedia learning. Metacognition and Learning, 2(2-3), 67–87.

Azevedo, R., Greene, J., & Moos, D. C. (2007). The effect of a human agent’s external regulation upon college students’ hypermedia learning. Metacognition and Learning, 2(2-3), 67–87.

Jobes, D., Kahn-Green, E., Goeke-Morey, M. C., & Greene, J. (2006). Outpatient treatment and changes in suicidal ideation. Psychiatria Danubina, 18(Suppl. 1), 53–54.

Brown, S. C., & Greene, J. (2006). The wisdom development scale: Translating the conceptual to the concrete. Journal of College Student Development, 47, 1–19.

Azevedo, R., Cromley, J. G., Winters, F. I., Moos, D. C., & Greene, J. (2006). Using computers as metacognitive tools to foster students’ self-regulated learning. TECHNOLOGY INSTRUCTION COGNITION and LEARNING, 3(1/2), 97.

Azevedo, R., Cromley, J. G., Winters, F. I., Moos, D. C., & Greene, J. (2005). Adaptive human scaffolding facilitates adolescentsÕ self-regulated learning with hypermedia. Instructional Science, 33(5-6), 381–412.

Azevedo, R., Cromley, J. G., Winters, F. I., Moos, D. C., & Greene, J. (2005). Adaptive human scaffolding facilitates adolescents’ self-regulated learning with hypermedia. Instructional Science, 33(5), 381–412.

Book

Greene, J. (2018). Self-Regulation in Education. Routledge. https://doi.org/10.4324/9781315537450

Schuk, D., & Greene, J. (Eds.). (2018). Handbook of Self-Regulation of Learning and Performance (2nd Ed.). Routledge.

Greene, J. (2018). Self-regulation in education. Routledge.

Book Chapter

Greene, J., Hollander-Blackmon, C., & Bernacki, M. (2025). Learning to Monitor and Regulate Learning. In Handbook of Research on Learning and Instruction (pp. 183–202). Routledge.

Kuhlmann, S., Greene, J., & Bernacki, M. (2024). Online learning. Elsevier. https://doi.org/10.1016/B978-0-323-96023-6.00089-0

Greene, J., Bernacki, M., & Hadwin, A. (2024). Self-regulation. In Handbook of Educational Psychology (4th Edition): Vol. 4th (pp. 314–334). Routledge. https://doi.org/10.4324/9780429433726-17

Salehian Kia, F., Bernacki, M., & Greene, J. (2023). Measuring and Validating Assumptions About Self-Regulated Learning with Multimodal Data. In Advances in Analytics for Learning and Teaching (pp. 123–140). Springer International Publishing. https://doi.org/10.1007/978-3-031-30992-2_9

Greene, J., Bernacki, M., & Hadwin, A. F. (2023). Self-Regulation. In Handbook of Educational Psychology (pp. 314–334). Routledge. https://doi.org/10.4324/9780429433726-17

Costa, L. C., Greene, J., & Hooper, S. R. (2020). Chapter 10. The Relations Among the Development of Written Language and Executive Functions for Children in Elementary School. In Approaches to Lifespan Writing Research: Generating an Actionable Coherence (pp. 159–275). The WAC Clearinghouse; University Press of Colorado. https://doi.org/10.37514/per-b.2020.1053.2.10

Cartiff, B. M., & Greene, J. (2020). Using Critical Thinking Frameworks to Understand Integration of Multiple Inputs. In Handbook of Learning from Multiple Representations and Perspectives (pp. 425–440). Routledge. https://doi.org/10.4324/9780429443961-27

Freed, R., Greene, J., & Plumley, R. D. (2020). Variable-centered Approaches. In Handbook of Strategies and Strategic Processing (pp. 345–360). Routledge. https://doi.org/10.4324/9780429423635-21

Greene, J., Cartiff, B. M., Duke, R. F., & Deekens, V. M. (2019). A nation of curators: Educating students to be critical consumers and users of online information. In Misinformation and Fake News in Education (p. 187). IAP.

Greene, J., Anderson, J., O’Malley, C. E., & Lobczowksi, N. G. (2018). Fostering Self-regulated Science Inquiry in Physical Sciences. In Connecting Self-regulated Learning and Performance with Instruction Across High School Content Areas (pp. 163–183). Springer, Cham.

Greene, J., Anderson, J., O’Malley, C. E., & Lobczowksi, N. G. (2018). Fostering Self-regulated Science Inquiry in Physical Sciences. In Connecting Self-regulated Learning and Performance with Instruction Across High School Content Areas (pp. 163–183). Springer International Publishing. https://doi.org/10.1007/978-3-319-90928-8_6

Greene, J., Copeland, D. Z., Deekens, V. M., & Freed, R. (2018). Self-Regulated Learning Processes and Multiple Source Use in and out of School. In Handbook of Multiple Source Use (pp. 320–338). Routledge.

Greene, J., Copeland, D. Z., Deekens, V. M., & Freed, R. (2018). Self-Regulated Learning Processes And Multiple Source Use In And Out Of School. In Handbook of Multiple Source Use (pp. 320–338). Routledge. https://doi.org/10.4324/9781315627496-19

Greene, J., Deekens, V. M., Copeland, D. Z., & Yu, S. (2017). Capturing and Modeling Self-Regulated Learning Using Think-Aloud Protocols. In Handbook of Self-Regulation of Learning and Performance (pp. 323–337). Routledge. https://doi.org/10.4324/9781315697048-21

Schunk, D. H., & Greene, J. (2017). Historical, Contemporary, and Future Perspectives on Self-Regulated Learning and Performance. In Handbook of Self-Regulation of Learning and Performance (pp. 1–15). Routledge. https://doi.org/10.4324/9781315697048-1

Greene, J., Anderson, J., O’Malley, C., & Lobczowski, N. (accepted). Fostering self-regulated science inquiry in physical sciences. In Connecting Self-regulated Learning and Performance with Instruction Across High School Content Areas. Springer.

Greene, J., Copeland, D., Deekens, V., & Freed, R. (accepted). Self-regulated learning processes and multiple source use in and out of school. In Handbook of Multiple Source Use. Routledge.

Greene, J., Deekens, V., Copeland, D., & Yu, S. (published). Capturing and modeling self-regulated learning using think-aloud protocols. In Handbook of Self-Regulation of Learning and Performance (2nd Ed.) (pp. 323–337). Routledge.

Schunk, D., & Greene, J. (published). Historical, contemporary, and future perspectives on self-regulated learning and performance. In Handbook of Self-Regulation of Learning and Performance (2nd Ed.) (pp. 1–15). Routledge.

Greene, J., Sandoval, W. A., & Bråten, I. (2016). An Introduction to Epistemic Cognition. In Handbook of Epistemic Cognition (p. 1–16). Routledge.

Greene, J. (2016). Interacting epistemic systems within and beyond the classroom. In Handbook of Epistemic Cognition (p. 265–278). Routledge.

Greene, J., SANDOVAL, W. A., & BR\AATEN, IVAR. (2016). Reflections and future directions. In Handbook of Epistemic Cognition (pp. 507–522). Routledge.

Greene, J., Dellinger, K. R., Tüysüzoglu, B. B., & Costa, L. (2013). A two-tiered approach to analyzing self-regulated learning data to inform the design of hypermedia learning environments. In International handbook of metacognition and learning technologies (p. 117–128). Springer New York.

Greene, J., & Robertson, J., & Costa, Lara-Jeane. (2011). Assessing self-regulated learning using think-aloud protocol methods. In Handbook of self-regulation of learning and performance: Vol. 1 (p. 313–328). Routledge.

Greene, J., Torney-Purta, J., Azevedo, R., & Robertson, J. (2010). Using cognitive interviewing to explore primary and secondary studentsÕ epistemic and ontological cognition. In Personal epistemology in the classroom: Theory, research, and implications for practice: Vol. 1 (pp. 368–406). Cambridge University Press.

Greene, J., Torney-Purta, J., Azevedo, R., & Robertson, J. (2010). Using cognitive interviewing to explore primary and secondary students’ epistemic and ontological cognition. In Personal epistemology in the classroom: Theory, research, and implications for practice: Vol. 1 (p. 368–406). Cambridge University Press.

Conference Proceeding

Yu, L., Sung, H., Plumley, R. D., Bernacki, M., & Greene, J. (2025). Exploring Sequential Patterns in Academic Help-Seeking: Transitions and Performance in a College Science Course. Proceedings of the 19th International Conference of the Learning Sciences-ICLS 2025, Pp. 1744-1748. Published.

Sung, H., Barro, M., Yu, L., Plumley, R. D., Bernacki, M., & Greene, J. (2024). Exploring the Relationship Between Students’ Adherence to Active Learning and Self-Regulated Learning Processes. Proceedings of the 18th International Conference of the Learning Sciences-ICLS 2024, Pp. 2361-2362. Published.

Chinn, C. A., Barzilai, S., Levy, S. T., Duncan, R. G., Av-Shalom, N., Hussain-Abidi, H., Hunkar, K., Lin, Q., Krishnamoorthy, R., Tan, E., & others. (2024). Understanding and Promoting Epistemic Growth: Applying the AIR and Apt-AIR Frameworks. Proceedings of the 18th International Conference of the Learning Sciences-ICLS 2024, Pp. 1886-1893. Published.

Lobczowski, N. G., Lyons, K., Greene, J., & McLaughlin, J. E. (2021). Linking Talk Types to Socioemotional Formation and Regulation. Proceedings of the 15th International Conference of the Learning Sciences-ICLS 2021.. Published.

Dragnic-Cindric, D., Greene, J., & Anderson, J. (2020). The Role of Uncertainty in Social Regulation of Learning. The Interdisciplinarity of the Learning Sciences, 14.

Dragnic-Cindric, D., Lobczowski, N. G., Greene, J., & Murphy, P. K. (2018). Exploring teacher presence during social regulation of learning in science classrooms. Proceedings of International Conference of the Learning Sciences, ICLS, 3, 1631–1632.

Murphy, P. K., Greene, J., Firetto, C. M., Hendrick, B., Montalbano, C., Li, M., & Wei, L. (2016). Enhancing Students’ Comprehension and Critical-Analytic Thinking Through Quality Talk Discussions. Poster Presented at the Annual Meeting of the American Educational Research Association, Washington, DC. Published.

Azevedo, R., Witherspoon, A., Baker, S., Greene, J., Moos, D., Sullins, J., Trousdale, A., & Scott, J. (2007). Do Various Self-Regulatory Processes Predict Different Hypermedia Learning Outcomes?. Proceedings of the 2007 Conference on Artificial Intelligence in Education: Building Technology Rich Learning Contexts That Work, 527–529.

Azevedo, R., Moos, D. C., & Greene, J. (2007). External Regulating Agents’ Adaptive Content and Process Scaffolding: The Key to Fostering Mental Model Development during Hypermedia Learning. Proceedings of the Cognitive Science Society, 29.

Azevedo, R., Greene, J., Moos, D. C., Winters, F. I., Godbole-Chaudhuri, P., & Cromley, J. G. (2006). Is externally-regulated learning by a human tutor effective in facilitating learning with hypermedia?. Proceedings of the 7th International Conference on Learning Sciences, 16–22.

Greene, J., & Azevedo, R. (2005). Adolescents’ Use of SRL Behaviors and Their Relation to Qualitative Mental Model Shifts While Using Hypermedia. AIED, 233–240.

Azevedo, R., Cromley, J. G., Winters, F. I., Moos, D. C., Greene, J., & Vick, J. E. (2005). Are all human adaptive scaffolding methods equally effective in facilitating selfregulated learning with hypermedia. Annual Meeting of the American Educational Research Association, Montreal, Quebec, Canada. Published.

Azevedo, R., Moos, D. C., Winters, F. I., Greene, J., Cromley, J., Olson, E., & Chaudhuri, P. G. (2005). Why Is Externally-Regulated Learning More Effective Than Self-Regulated Learning with Hypermedia?. AIED, 41–48.

Magazine/Trade Publication

Greene, J. (2025). How we can make the internet helpful again. Psychology Today. Published. https://www.psychologytoday.com/us/blog/psyched/202504/how-we-can-make-the-internet-helpful-again

Greene, J. (2025). Learning with GenAI: Shortcuts versus cutting yourself short. Psychology Today. Published. https://www.psychologytoday.com/us/blog/psyched/202509/learning-with-genai-shortcuts-versus-cutting-yourself-short

Dragnic-Cindric, D., & Greene, J. (2020, August). Managing uncertainty: Helping parents in uncertain times. Psychology Today. Published. https://www.psychologytoday.com/us/blog/psyched/202008/managing-uncertainty-helping-parents-in-uncertain-times

Greene, J., & Cartiff, B. M. (2020, May). Think critically before thinking critically. Psychology Today. Published. https://www.psychologytoday.com/us/blog/psyched/202002/think-critically-thinking-critically

Newspaper Article

Greene, J. (2023, June 20). Why I am not (that) worried about students cheating with ChatGPT. News and Observer. Published. https://www.newsobserver.com/opinion/article276351326.html

Greene, J., & Deekens, V. (2016, December 3). More information, less knowledge has created the misinformation age. News & Observer. Published. http://www.newsobserver.com/opinion/op-ed/article118740068.html

Other

Greene, J. (2018). Bringing educational psychology to school improvement teams. In Psychology Today. https://www.psychologytoday.com/us/blog/psyched/201805/bringing-educational-psychology-school-improvement-teams

Greene, J. (2016). Handbook of Epistemic Cognition. Routledge.

Handbook of Epistemic Cognition. (2016). Routledge.

Greene, J. (2007). A model of the development of epistemic and ontologic cognition. University of Maryland, College Park.

Professional

  • Editorial Review Board Member, The Educational and Developmental Psychologist. (2022 – 2030).
  • Podcast Host, American Psychological Association Division 15. (January 2019 – December 2030).
  • Editorial Review Board Member, Contemporary Educational Psychology. (July 1, 2018 – December 31, 2030).
  • Editorial Review Board Member, Review of Educational Research. (2017 – 2030).
  • Editorial Review Board Member, Journal of Educational Psychology. (2014 – 2030).
  • Editorial Review Board Member, Educational Psychologist. (2012 – 2030).
  • Editorial Review Board Member, Journal of Experimental Education. (2008 – 2030).
  • Editorial Review Board Member, Journal of the Learning Sciences. (September 2017 – January 2030).
  • Editor, Educational Psychologist. (January 1, 2020 – December 31, 2024).
  • Committee Member, American Psychological Association, Division 15. (2023).
  • Committee Member, Institute of Education Sciences’ Digital Learning Platforms Network Research Teams Scientific Review Panel. (2023).
  • Opponent for doctoral student, University of Oulu, Finland, Oulu. (2022).
  • Editorial Review Board Member, Science Education. (2010 – 2021).
  • Principal member, Institute of Education Sciences’ Basic Processes Scientific Review Panel. (2016 – 2019).
  • Chairperson, Institute of Education Sciences’ Basic Processes Scientific Review Panel, Washington, DC. (January 2019 – February 2019).
  • Committee Chair, Educational Policy, Policy, Organization, and Leadership Program Administrative Support Specialist Search Committee. (2018).
  • Committee Member, Registrar Search Committee. (2018).
  • Associate Editor, Contemporary Educational Psychology. (2016 – 2018).
  • Committee Member, Academic Excellence Committee, Research Triangle High School. (2015 – 2017).
  • Editor, Metacognition and Learning. (2012 – 2017).
  • Committee Member, Graduate Student Poster Award Committee, American Psychological Association Division 15. (July 2017 – August 2017).
  • Program Chair, American Educational Research Association Conference, Division C. (2016).
  • Reviewer/Referee, Institute of Education Sciences. (2016).
  • Ad-hoc Reviewer, Public Library of Science One. (2015 – 2016).

University

  • Member, Faculty Council Committee on University Government. (July 1, 2024 – December 31, 2026).
  • Chair, Artificial Intelligence in K-12 Education Faculty Search Committee. (2025).
  • Chair, Educational Innovation, Technology, and Entrepreneurship Faculty Search Committee. (September 1, 2024 – February 11, 2025).
  • Member, School of Data Science and Society, Pan-Campus Advisory Council Member. (January 1, 2024 – December 31, 2024).
  • Member, Assistant Dean for Development Search Committee. (2023).
  • Member, Assistant Dean for Finance and Operations Search Committee. (2022).
  • Member, Research Associate in Adaptive Learning Analytics Search Committee. (2022).
  • Member, Research Faculty Search Committee. (2022).
  • Member, Science of Reading Faculty Search Committee. (2022).
  • Committee member, Assistant Dean for Development Search Committee. (September 2021 – December 2021).
  • Faculty mentor. (August 15, 2018 – December 31, 2021).
  • Chair, Assistant Dean for Student Affairs Search Committee. (2020).
  • Member, Graduate Curriculum Subcommittee of the Data Science Initiative. (August 2019 – December 2019).
  • Chair, Learning Sciences Faculty Search Committee. (June 2017 – December 2017).
  • Member, Strategic Planning Core Committee. (January 2017 – August 2017).
  • Member, UNC Selection Committee for Carnegie Foundation Junior Fellows program. (2016).

Public

  • Committee Member, School Improvement Team McDougle Elementary School, Carrboro, NC. (June 2017 – June 2019).
  • Guest Speaker, McDougle Middle School, Carrboro, NC. (February 6, 2019 – February 8, 2019).
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