Jeffrey A. Greene
University of North Carolina at Chapel Hill · Health Behavior
Active 1954–2026
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About
Jeffrey A. Greene is the Associate Dean for Research and Faculty Development and holds the position of McMichael Professor of Learning Sciences and Psychological Studies (LSPS) at the UNC School of Education. His academic background includes a Ph.D. in Educational Psychology from the University of Maryland, obtained in 2007, along with a master's degree in Measurement, Statistics and Evaluation, and a master's in Education, Counseling and Personnel Services from the same institution. He earned his B.A. in Psychology from Carleton College in 1995. Jeff Greene's research focuses on how to help people use technology to learn and thrive in the modern world. His work explores questions related to online information seeking, belief formation, and distraction management, with a particular emphasis on self-regulated learning, epistemic cognition, and digital literacy. His research aims to make technology engaging again by helping individuals make technology work for them rather than against them. He has contributed to over 100 peer-reviewed publications and secured more than $8 million in research funding from organizations such as the National Science Foundation, the Institute of Education Sciences, and the Spencer Foundation. He is an elected Fellow of both Division 15 of the American Psychological Association and Division C of the American Educational Research Association. Greene's work demonstrates that teaching the science of learning enhances students' critical thinking skills…
Research topics
- Psychology
- Mathematics education
- Artificial Intelligence
- Computer Science
- Applied psychology
- Cognitive psychology
Selected publications
Psychological foundations of emerging technologies for teaching and learning in higher education
Current Opinion in Psychology · 2020-05-26 · 107 citations
reviewSenior authorExamining the critical role of evaluation and adaptation in self-regulated learning
Contemporary Educational Psychology · 2021-11-10 · 102 citations
articleOpen accessResearchers and many educators agree that the ability to self-regulate learning is important for academic success. Yet, many students struggle to anticipate learning difficulties and adjust accordingly. Further, despite theorizing that self-regulated learning involves adaptation across learning cycles, few researchers have examined students’ evaluative judgments, their implications for students’ behavior in a subsequent learning cycle, or their effects on achievement. Utilizing data from a large…
Computers & Education · 2020-10-28 · 61 citations
articleContemporary Educational Psychology · 2023 · 21 citations
Well-designed instructional videos are powerful tools for helping students learn and prompting students to use generative strategies while learning from videos further bolsters their effectiveness. However, little is known about how individual differences in motivational factors, such as achievement goals, relate to how students learn within multimedia environments that include instructional videos and generative strategies. Therefore, in this study, we explored how achievement goals predicted u…
Journal of Educational Psychology · 2023 · 9 citations
1st authorCorresponding
Recent grants
Frequent coauthors
- 28 shared
Kristine Gibson
Western Michigan University
- 28 shared
Matthew L. Bernacki
Temple University
- 23 shared
Roger Azevedo
- 20 shared
P. Karen Murphy
- 20 shared
Kristi VanDerKolk
Western Michigan University
- 18 shared
Robert D. Plumley
- 18 shared
Lisa Graves
Stryker (United States)
- 16 shared
Kirsten A. Porter‐Stransky
University of South Carolina
Education
- 2007
Ph.D. in Educational Psychology, Education
University of Maryland
- 2006
MA in Measurement, Statistics, and Evaluation, Education
University of Maryland
- 1998
M.Ed. in College Student Personnel, Education
University of Maryland
- 1995
BA, Psychology
Carleton College
Awards & honors
- Fellow of Division 15 of the American Psychological Associat…
- Fellow of Division C of the American Educational Research As…
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