Jeffrey A. Greene 个人学术档案

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

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Jeffrey A. Greene

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

在 email.unc.edu 的电子邮件经过验证 - 首页

educational psychology epistemic cognition self-regulation self-regulated learning


标题按引用次数排序按年份排序按标题排序	引用次数引用次数	年份
Handbook of self-regulation of learning and performance DH Schunk, JA Greene Routledge, 2017	2328*	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	743	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	620	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	600	2008
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	482	2005
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	477	2009
Modeling epistemic and ontological cognition: Philosophical perspectives and methodological directions JA GREENE, R Azevedo, J Torney-Purta Educational Psychologist 43 (3), 142-160, 2008	423	2008
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	400	2020
Measuring critical components of digital literacy and their relationships with learning JA Greene, BY Seung, DZ Copeland Computers & education 76, 55-69, 2014	392	2014
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	342	2015
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	338*	2010
Handbook of Epistemic Cognition Routledge, 2016	273*	2016
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	268	2017
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	247	2020
The wisdom development scale: Translating the conceptual to the concrete SC Brown, JA Greene Journal of College Student Development 47, 1-19, 2006	239	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	229	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	200	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	194*	2011
Empirical evidence regarding relations among a model of epistemic and ontological cognition, academic performance, and educational level. JA Greene, J Torney-Purta, R Azevedo Journal of educational psychology 102 (1), 234, 2010	183	2010
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	181	2018

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