UNC School of Education

Assistant Professor of Educational Psychology

T 919.843.5550
F 919.962.1533
jagreene@email.unc.edu

113 Peabody Hall
CB 3500

Jeffrey Greene received his Ph.D. in educational psychology from the University of Maryland in August 2007. He holds a Master of Arts degree in measurement, statistics and evaluation, and a Master of Education degree in college student personnel, both from the University of Maryland.

Greene is currently examining how students self-regulate their learning, as well as how their beliefs about knowledge and knowing relate to learning. He is also interested in the interaction between self-regulated learning and student beliefs, and how this interaction influences learning.

Greene's work has been published in Educational Psychologist, Contemporary Educational Psychology, Computers & Education, and Educational Psychology Review. He has received awards from the American Educational Research Association's Studying and Self-Regulated Learning (SSRL) Special Interest Group (SIG), and from the Association for Educational Communications and Technology.

Greene is on the editorial board of Contemporary Educational Psychology and The Journal of Experimental Education. He is a member of several professional organizations, including the American Psychological Association, the American Educational Research Association and Sigma Xi: The Scientific Research Society. He received his baccalaureate degree in psychology from Carleton College in Minn.

• Profile on Academia.edu
• Research Profile and List of Publications on ResearcherID

• 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

• Cognition and Learning
• Self-Regulated Learning
• Epistemic and Ontological Cognition
• Computer-Based Learning Environment
• Research Overview

• Psychology of Learning
• Self-Regulated Learning
• Cognition
• Research Methods

• 2009 University of North Carolina at Chapel Hill “Star Heel” Award for excellent employees.
• 2008 Outstanding Article of the Year, Association for Educational Communications and Technology; for Azevedo, R., Moos, D. C., Greene, J. A., Winters, F. I., & Cromley, J. C. (2008). Why is externally-facilitated regulated learning more effective than self-regulated learning with hypermedia? Educational Technology Research and Development, 56(1), 45-72.
• 2007 Graduate Student Research Award, Studying and Self-Regulated Learning Special Interest Group, American Educational Research Association Conference, Chicago, IL.

• 2009-2010, Principal Investigator: Fostering conceptual understanding in science using computer based learning environments: A self-regulated learning intervention. Spencer Foundation Teaching, Learning, and Instructional Resources Area of Inquiry Grant ($39,445)
• 2008-2010, Principal Investigator: Predicting student success when learning with a hypermedia environment: The influence of implicit theories of intelligence, self-regulated learning processes, and prior knowledge. University of North Carolina at Chapel Hill University Research Council. ($4,546)
• Jan-Dec 2009, Principal Investigator: A Qualitative Investigation into the Epistemic and Ontological Cognition of Experts and Students in Science and History. University of North Carolina Junior Faculty Development Award. ($7,123)
• 2008-2009, Co-Principal Investigator: Fostering Historical Thinking Skills Using Hypermedia Environments:  The Role of Self-Regulated Learning. University of North Carolina at Chapel Hill School of Education Lezley and Jeff Hoffman Research Award Grant Initiative. Co-PI is Cheryl Mason Bolick. ($15,028)
• 2008-2009, Co-Principal Investigator: Madres Para Ninos. University of North Carolina at Chapel Hill School of Education Guy B. Phillips Research Award. Co-PI is Steve Knotek. ($19,900)
• 2008-2009, Principal Investigator: Surveying the Landscape: A Qualitative Investigation into the Epistemic and Ontological Cognition of Experts and Students in Science and History. University of North Carolina at Chapel Hill School of Education Guy B. Phillips Research Award. ($16,844)

• Member, American Educational Research Association, American Psychological Association Division 15, Association for Psychological Science, Sigma Xi

Chapters in Books and Encyclopedias

Greene, J. A., Torney-Purta, J., Azevedo, R., & Robertson, J. (in press). Using cognitive interviewing to explore primary and secondary students’ epistemic and ontological cognition. In L. D. Bendixen & F. C. Haerle (Eds.). Personal epistemology in the classroom: Theory, research, and implications for practice. New York: Cambridge University Press.

Murphy, P. K., Alexander, P. A., Greene, J. A., & Edwards, M. N. (2007). Epistemological threads in the fabric of conceptual change. In S. Vosniadou, A. Baltas, & X. Vamvakoussi (Eds.), Reframing the conceptual change approach in learning and instruction. (pp. 105-122). New York: Elsevier Press.

Greene, J. A., & Torney-Purta, J. (2005). Political engagement. In C. Fisher & R. Lerner (Eds.), Encyclopedia of Applied Developmental Science Volume Two (pp. 849-852). Thousand Oaks, CA: Sage Publications.

Refereed Journal Articles

Greene, J. A., Torney-Purta, J., & Azevedo, R. (accepted for publication). Empirical evidence regarding relations among a model of epistemic and ontological cognition, academic performance, and educational level. Journal of Educational Psychology.

Greene, J. A., Bolick, C. M., & Robertson, J. (in press). Fostering historical knowledge and thinking skills using hypermedia learning environments:  The role of self-regulated learning. Computers & Education.

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

Greene, J. A., & Brown, S. C. (2009). The wisdom development scale: Further validity investigations. The International Journal of Aging and Human Development, 68(4), 289-320. doi: 10.2190/AG.68.4.b

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. A., & Azevedo, R. (2009). A macro-level analysis of SRL processes and their relations to the acquisition of sophisticated mental models. Contemporary Educational Psychology, 34, 18-29.

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

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

Greene, J. A., 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, 1069-1083.

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

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

Greene, J. A., & Azevedo, R. (2007a). 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. A., & Azevedo, R. (2007b). 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.

Azevedo, R., Cromley, J. G., Winters, F. I., Moos, D. C., & Greene, J. A. (2006). Using computers as metacognitive tools to foster students’ self-regulated learning. Technology, Instruction, Cognition, and Learning Journal, 3, 97-104.

Brown, S. C. & Greene, J. A. (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. A. (2005). Adaptive human scaffolding facilitates adolescents’ self-regulated learning with hypermedia.  Instructional Science (Special Issue on Scaffolding Self-Regulated Learning and Metacognition: Implications for the Design of Computer-Based Scaffolds), 33, 381-412

Greene, J. A., Costa, L. C., Robertson, J., Pan, Y., & Deekens, V. Exploring relations among college students’ prior knowledge, implicit theories of intelligence, and self-regulated learning in a hypermedia environment. Paper presented at the 2009 meeting of the American Educational Research Association, Studying and Self-Regulated Learning Special Interest Group, San Diego, CA.

Azevedo, R., Moos, D. A., & Greene, J. A. (May, 2008). Developmental differences during learning with hypermedia? Paper presented at the 2008 meeting of the European Association for Research on Learning and Instruction, Metacognition Special Interest Group, University of Ioannina, Greece.

Greene, J. A., & Azevedo, R. (March, 2008). The epistemic and ontologic cognitive development model: Formulation and testing. Paper presented at the American Educational Research Association conference, New York, NY.

Bendixen, L., Hofer, B., Stahl, E., Greene, J. A. (November, 2007). Measuring epistemic beliefs within the context of science. Paper presented at the 2nd Bi-Annual Southwest Consortium for Innovative Psychology in Education Conference, Tucson, AZ.

Azevedo, R., Moos, D. M., & Greene, J. A. (August, 2007). External regulating agents’ adaptive content and process scaffolding: The key to fostering mental model development during hypermedia learning. Paper presented at the 29th Meeting of the Cognitive Science Society, Nashville, TN.

Witherspoon, A., Azevedo, R., Greene, J. A., Moos, D., & Baker, S. (July, 2007). The dynamic nature of self-regulatory behavior in self-regulated learning and externally-regulated learning episodes. Paper presented at the 13th International Conference on Artificial Intelligence in Education, Los Angeles, CA.

Greene, J. A., & Azevedo, R. (April, 2007). A macro-level analysis of SRL processes and their relations to the development of sophisticated mental models. Paper presented at the American Educational Research Association Conference, Chicago, IL.

Azevedo, R., Moos, D. C., & Greene, J. A. (April, 2007). Can adolescents benefit from all adaptive scaffolding methods designed to facilitate self-regulated learning with hypermedia? Paper presented at the American Educational Research Association Conference, Chicago, IL.

Azevedo, R., Winters, F. I., Moos, D. C., & Greene, J. A. (April, 2007). The role of developmental differences and metacognitive monitoring during learning with hypermedia. Paper presented at the American Educational Research Association Conference, Chicago, IL.

Beaumont, E., Greene, J. A., & Torney-Purta, J. (April, 2007). The nexus of political efficacy and political learning: An HLM analysis of the development of political engagement. Paper presented at the Midwest Political Science Association Conference, Chicago, IL

Greene, J. A., & Brown, S. C. (March, 2007). The wisdom development scale: Validity evidence of an integrative learning measure. Paper presented at the annual meeting of the American College Personnel Association, Orlando, FL.

Homana, G. & Greene, J. A. (November, 2006). A comparative study of Australia and the United States: Student government and voluntary organizations. Paper presented at the 2nd International Association for the Evaluation of Educational Achievement’s International Research Conference, Washington, DC.

Torney-Purta, J., Greene, J. A., & Beaumont, L. (July, 2006). The meaning of political efficacy among students in twenty U.S. universities. Paper presented at the International Society of Political Psychology, Barcelona, Spain.

Greene, J. A., & Azevedo, R. (June, 2006). Adolescents’ use of self-regulatory processes and their relation to qualitative mental model shifts while using hypermedia.  Paper presented at the 7th International Conference of the Learning Sciences, Bloomington, IN.

Greene, J. A., Moos, D. C., Azevedo, R., & Winters, F. I. (June, 2006). Exploring differences between gifted and grade-level students’ use of self-regulatory learning processes with hypermedia. Paper presented at the 7th International Conference of the Learning Sciences, Bloomington, IN.

Azevedo, R., Greene, J. A., Moos, D. C., Winters, F. I., Cromley, J. G., & Godbole-Chadhuri, P. (June, 2006). Is externally-regulated learning by a human tutor always effective in facilitating learning with hypermedia? Paper presented at the 7th International Conference of the Learning Sciences, Bloomington, IN.

Azevedo, R., Greene, J. A., Moos, D. C., Winters, F. W., Cromley, J. G., Hofman, N., Olson, E. D., & Godbole-Chadhuri, P. (April, 2006). Comparing the effectiveness of self-regulated learning against externally-regulated learning with hypermedia. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

Greene, J. A., Azevedo, R., & Hancock, G. R. (April, 2006). Embedding personal epistemology research with academic self-efficacy and academic performance. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.