Curriculum Vitae (PDF)

Photo of Jeffrey Greene

Greene, Jeffrey A.

Associate Dean for Academic Affairs and Director of Graduate Studies
Professor of Educational Psychology and Learning Sciences

T: 919.966.2436
F: 919.962.1533
101A Peabody Hall
CB 3500

"Soft pedagogics have taken the place of the old steep and rocky path to learning. But from this lukewarm air the bracing oxygen of effort is left out. It is nonsense to suppose that every step in education can be interesting. The fighting impulse must often be appealed to."

- William James


Jeff 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. He received his baccalaureate degree in psychology from Carleton College in Minnesota.

He was awarded the 2016 Richard E. Snow Award for Distinguished Early Contributions in Educational Psychology from Division 15 of the American Psychological Association.

Greene’s research focuses upon particular aspects of digital literacy, such as student cognition, regulation and beliefs in science and history domains. Specifically, he studies self-regulated learning, or how students’ knowledge, beliefs and characteristics interact with their ability to actively and adaptively monitor and control their learning, motivation, behavior and context. He also examines epistemic cognition, or how students think about knowledge and the ways in which those views influence learning. He is also interested in the interactions among self-regulated learning, student beliefs, and online learning. His recently funded projects include a study of how students self-regulate while using digital libraries, and investigations of how classroom discourse can be used to foster critical-analytic thinking, epistemic cognition, and learning outcomes. His research includes both experimental and non-experimental designs as well as quantitative, qualitative and mixed -methods methods. Greene publishes his research in professional journals including Educational Psychologist, the Journal of Educational Psychology, Contemporary Educational Psychology, Review of Educational Research, Journal of Educational Computing Research and Instructional Science.

Greene is Associate Editor of Contemporary Educational Psychology, and is on the editorial board of Review of Educational Research, Educational Psychologist, the Journal of Educational Psychology, Journal of the Learning Sciences, Metacognition & Learning, Science Education, and The Journal of Experimental Education. He is a member of several professional organizations, including the American Psychological Association, the American Educational Research Association, the International Society of Learning Sciences, and Sigma Xi: The Scientific Research Society.


Educational Background

  • 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

Doctoral Program Affiliation(s)

Ph.D. in Education - Learning Sciences and Psychological Studies

Research Interests

  • Cognition and Learning
  • Self-Regulated Learning
  • Epistemic Cognition
  • Digital Literacy

Teaching Areas

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


  • EDUC 504: Cognitive Psychology and Learning Sciences
  • EDUC 711: Promoting Academic Development
  • EDUC 782: Psychology of Learning in the School
  • EDUC 788: Instructional Theories
  • EDUC 824: Fundamentals of Educational Research
  • EDUC 817: Introduction to Educational Research
  • EDUC 882: Seminar in Human Learning and Cognition

Honors & Awards

  • 2016, American Psychological Association Division 15 Richard E. Snow Award for Early Contributions.
  • 2009, UNC-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.

Funded Research

  • 2013-2017, Co-Principal Investigator: Integrating Quality Talk Professional Development to Enhance Professional Vision and Leadership for STEM Teachers in High-Need Schools. National Science Foundation Discovery Research K-12 Grant. PI is P. Karen Murphy. ($2,106,207)
  • 2013-2016, Co-Principal Investigator: Quality Talk: Developing Students’ Discourse to Promote Critical-Analytic Thinking, Epistemic Cognition, and High-Level Comprehension. Institute of Education Sciences Education Research Grant Program, Cognition and Student Learning Development and Innovation Grant. PI is P. Karen Murphy. ($1,230,556)
  • July-Nov 2012, Co-Principal Investigator: A Needed Catalyst: A Proposal for an Interdisciplinary Conference on Epistemic Cognition. American Educational Research Association Education Research Conference Grant. Co-PI is Clark Chinn. ($34,870)
  • 2011-2014, Co-Principal Investigator: Realizing the potential of digital libraries through the development of a self-regulated learning intervention aimed to foster conceptual understanding in science and history. National Science Foundation National STEM Educational Distributed Learning Program. Co-PI is Cheryl Mason Bolick. ($434,779)
  • 2010-2011, Principal Investigator: Supporting Rural At-Risk Youth in High School Mathematics. National Education Association Foundation. Lead Principal Investigator is Judith Meece ($49,963)
  • 2009-2011, Principal Investigator: Fostering conceptual understanding in science using computer based learning environments: A self-regulated learning intervention. University of North Carolina at Chapel Hill University Research Council. ($3,391)
  • 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)

Selected Professional Affiliations

  • Southwest Consortium for Innovative Psychology in Education
  • American Educational Research Association
  • American Psychological Association - Division 15
  • Sigma Xi: National Research Society
  • Associate Editor, Metacognition & Learning

Selected Publications

Schunk, D. H. & Greene, J. A. (Eds.) (2018). Handbook of Self-Regulation of Learning and Performance (2nd Ed.). New York, NY: Routledge.

Greene, J. A. (2018). Self-regulation in education. New York, NY: Routledge.

Murphy, P. K., Greene, J. A., Firetto, C., Mengyi, L., Lobczowski, N., Duke, R., 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.

Sandoval, W. A., Greene, J. A., & Bräten, I. (2016). Understanding and promoting thinking about knowledge: Origins, issues, and future directions of research on epistemic cognition. Review of Research in Education, 40, 457-496.

Greene, J. A., Sandoval, W. A., & Bräten, I. (Eds.) (2016). Handbook of Epistemic Cognition. New York, NY: Routledge.

Greene, J. A., Oswald, C., & Pomerantz, J. (2015). Predictors of retention and achievement in a massive open online course. American Education Research Journal, 52(5), 925-955.

Greene, J. A., Bolick, C. M., Caprino, A. M., Deekens, V. M., McVea, M., Yu, S. B., & Jackson, W. P. (2015a). Fostering high-school students’ self-regulated learning online and across academic domains. The High School Journal, 99(1), 88-106.

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

Binbasaran Tuysuzoglu, B., & Greene, J. A. (2015). An investigation of the role of contingent metacognitive behavior in self-regulated learning. Metacognition & Learning, 10, 77-98. http://dx.doi.org/10.1007/s11409-014-9126-y

Greene, J. A. (2015). Serious challenges require serious scholarship: Integrating implementation science into the scholarly discourse. Contemporary Educational Psychology, 40, 112-120. http://dx.doi.org/10.1016/j.cedpsych.2014.10.007

Greene, J. A., Yu, S., & Copeland, D. Z. (2014). Measuring critical components of digital literacy and their relationships with learning. Computers & Education, 76, 55-69.

Greene, J. A., & Yu, S. (2014). Modeling and measuring epistemic cognition: A qualitative re-investigation. Contemporary Educational Psychology, 39, 12-28.

Greene, J. A., Dellinger, K., Binbasaran Tuysuzoglu, B., & Costa, L. (2013). A two-tiered approach to analyzing self-regulated learning process data to inform the design of hypermedia learning environments. In R. Azevedo & V. Aleven (Eds.), International Handbook of Metacognition and Learning Technologies (pp. 117-128). New York: Springer.

Greene, J. A., 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, 37, 307-230.

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

Murphy, P. K., Alexander, P. A., & Greene, J. A. (2011). Projecting educational psychology’s future from its past and present: A trend analysis. In K. Harris, S. Graham, & T. Urdan (Eds.), American Psychological Association educational psychology handbook (pp. 3-32). Washington, DC: American Psychological Association.

Greene, J. A., Robertson, J., & Costa, L-J. C. (2011). Assessing self-regulated learning using think-aloud protocol methods. In B. J. Zimmerman & D. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 313-328). New York: Routledge Publishers.

Greene, J. A., 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. (Special issue Co-Editors Roger Azevedo & Jeffrey A. Greene).

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

Greene, J. A., 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), 234-255.

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.

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