Year |
Citation |
Score |
2022 |
Arizmendi CJ, Bernacki ML, Raković M, Plumley RD, Urban CJ, Panter AT, Greene JA, Gates KM. Predicting student outcomes using digital logs of learning behaviors: Review, current standards, and suggestions for future work. Behavior Research Methods. PMID 36018483 DOI: 10.3758/s13428-022-01939-9 |
0.769 |
|
2021 |
Greene JA, Plumley RD, Urban CJ, Bernacki ML, Gates KM, Hogan KA, Demetriou C, Panter AT. Modeling temporal self-regulatory processing in a higher education biology course Learning and Instruction. 72: 101201. DOI: 10.1016/J.Learninstruc.2019.04.002 |
0.81 |
|
2021 |
Lyons KM, Lobczowski NG, Greene JA, Whitley J, McLaughlin JE. Using a design-based research approach to develop and study a web-based tool to support collaborative learning Computers & Education. 161: 104064. DOI: 10.1016/j.compedu.2020.104064 |
0.359 |
|
2020 |
Crompton H, Bernacki M, Greene JA. Psychological foundations of emerging technologies for teaching and learning in higher education. Current Opinion in Psychology. 36: 101-105. PMID 32604064 DOI: 10.1016/J.Copsyc.2020.04.011 |
0.71 |
|
2020 |
Akos P, Greene JA, Fotheringham E, Raynor S, Gonzales J, Godwin J. The Promise of Noncognitive Factors for Underrepresented College Students Journal of College Student Retention: Research, Theory and Practice. 152102512093511. DOI: 10.1177/1521025120935111 |
0.336 |
|
2020 |
Greene JA. Building upon synergies among self-regulated learning and formative assessment research and practice Assessment in Education: Principles, Policy & Practice. 27: 463-476. DOI: 10.1080/0969594X.2020.1802225 |
0.546 |
|
2020 |
Dumas D, McNeish D, Greene JA. Dynamic measurement: A theoretical–psychometric paradigm for modern educational psychology Educational Psychologist. 55: 88-105. DOI: 10.1080/00461520.2020.1744150 |
0.728 |
|
2020 |
Lobczowski NG, Allen EM, Firetto CM, Greene JA, Murphy PK. An exploration of social regulation of learning during scientific argumentation discourse Contemporary Educational Psychology. 63: 101925. DOI: 10.1016/j.cedpsych.2020.101925 |
0.375 |
|
2020 |
Bernacki ML, Crompton H, Greene JA. Towards convergence of mobile and psychological theories of learning Contemporary Educational Psychology. 60: 101828. DOI: 10.1016/J.Cedpsych.2019.101828 |
0.731 |
|
2020 |
Bernacki ML, Greene JA, Crompton H. Mobile technology, learning, and achievement: Advances in understanding and measuring the role of mobile technology in education Contemporary Educational Psychology. 60: 101827. DOI: 10.1016/J.Cedpsych.2019.101827 |
0.749 |
|
2019 |
Quinonez RB, Wolcott MD, Reside JM, Jackson TH, Kornegay EC, King JD, Ciarrocca K, Kowlowitz V, Swift EJ, Zomorodi M, La Garry AE, Greene JA, De Rossi SS. Call for ACTion: Transforming Dental Education at the University of North Carolina at Chapel Hill. North Carolina Medical Journal. 80: 182-185. PMID 31072952 DOI: 10.18043/Ncm.80.3.182 |
0.337 |
|
2019 |
Greene JA, Lobczowski NG, Freed R, Cartiff BM, Demetriou C, Panter AT. Effects of a Science of Learning Course on College Students’ Learning With a Computer American Educational Research Journal. 57: 947-978. DOI: 10.3102/0002831219865221 |
0.588 |
|
2019 |
Wei L, Firetto CM, Murphy PK, Li M, Greene JA, Croninger RMV. Facilitating fourth-grade students’ written argumentation: The use of an argumentation graphic organizer The Journal of Educational Research. 112: 627-639. DOI: 10.1080/00220671.2019.1654428 |
0.357 |
|
2018 |
Murphy PK, Greene JA, Firetto CM, Hendrick BD, Li M, Montalbano C, Wei L. Quality Talk: Developing Students’ Discourse to Promote High-level Comprehension American Educational Research Journal. 55: 1113-1160. DOI: 10.3102/0002831218771303 |
0.447 |
|
2018 |
Greene JA, Cartiff BM, Duke RF. A meta-analytic review of the relationship between epistemic cognition and academic achievement. Journal of Educational Psychology. 110: 1084-1111. DOI: 10.1037/Edu0000263 |
0.391 |
|
2018 |
Greene JA, Copeland DZ, Deekens VM, Yu SB. Beyond knowledge: Examining digital literacy's role in the acquisition of understanding in science Computers & Education. 117: 141-159. DOI: 10.1016/J.Compedu.2017.10.003 |
0.572 |
|
2018 |
Greene JA, Freed R, Sawyer RK. Fostering creative performance in art and design education via self-regulated learning Instructional Science. 47: 127-149. DOI: 10.1007/S11251-018-9479-8 |
0.565 |
|
2018 |
Firetto CM, Murphy PK, Greene JA, Li M, Wei L, Montalbano C, Hendrick B, Croninger RMV. Bolstering students’ written argumentation by refining an effective discourse intervention: negotiating the fine line between flexibility and fidelity Instructional Science. 47: 181-214. DOI: 10.1007/S11251-018-9477-X |
0.381 |
|
2017 |
Deekens VM, Greene JA, Lobczowski NG. Monitoring and depth of strategy use in computer-based learning environments for science and history. The British Journal of Educational Psychology. PMID 28801957 DOI: 10.1111/Bjep.12174 |
0.631 |
|
2017 |
Murphy PK, Greene JA, Firetto CM, Li M, Lobczowski NG, Duke RF, Wei L, Croninger RM. Exploring the influence of homogeneous versus heterogeneous grouping on students’ text-based discussions and comprehension Contemporary Educational Psychology. 51: 336-355. DOI: 10.1016/J.Cedpsych.2017.09.003 |
0.38 |
|
2016 |
Sandoval WA, Greene JA, Bråten I. Understanding and Promoting Thinking About Knowledge Review of Research in Education. 40: 457-496. DOI: 10.3102/0091732X16669319 |
0.355 |
|
2016 |
Murphy PK, Firetto CM, Greene JA. Enriching Students’ Scientific Thinking Through Relational Reasoning: Seeking Evidence in Texts, Tasks, and Talk Educational Psychology Review. 1-13. DOI: 10.1007/S10648-016-9387-X |
0.377 |
|
2015 |
Greene JA, Oswald CA, Pomerantz J. Predictors of Retention and Achievement in a Massive Open Online Course American Educational Research Journal. 52: 925-955. DOI: 10.3102/0002831215584621 |
0.444 |
|
2015 |
Greene JA, Bolick CM, Caprino AM, Deekens VM, McVea M, Yu S, Jackson WP. Fostering High-School Students’ Self-Regulated Learning Online and Across Academic Domains The High School Journal. 99: 88-106. DOI: 10.1353/Hsj.2015.0019 |
0.622 |
|
2015 |
Greene JA, Yu SB. Educating Critical Thinkers Policy Insights From the Behavioral and Brain Sciences. 3: 45-53. DOI: 10.1177/2372732215622223 |
0.453 |
|
2015 |
Greene JA, Bolick CM, Jackson WP, Caprino AM, Oswald C, McVea M. Domain-specificity of self-regulated learning processing in science and history Contemporary Educational Psychology. 42: 111-128. DOI: 10.1016/J.Cedpsych.2015.06.001 |
0.63 |
|
2015 |
Greene JA. Serious challenges require serious scholarship: Integrating implementation science into the scholarly discourse Contemporary Educational Psychology. 40: 112-120. DOI: 10.1016/J.Cedpsych.2014.10.007 |
0.378 |
|
2015 |
Binbasaran Tuysuzoglu B, Greene JA. An investigation of the role of contingent metacognitive behavior in self-regulated learning Metacognition and Learning. 10: 77-98. DOI: 10.1007/S11409-014-9126-Y |
0.59 |
|
2014 |
Greene JA, Yu SB, Copeland DZ. Measuring critical components of digital literacy and their relationships with learning Computers & Education. 76: 55-69. DOI: 10.1016/J.Compedu.2014.03.008 |
0.618 |
|
2014 |
Greene JA, Yu SB. Modeling and measuring epistemic cognition: A qualitative re-investigation Contemporary Educational Psychology. 39: 12-28. DOI: 10.1016/J.Cedpsych.2013.10.002 |
0.458 |
|
2012 |
Greene JA, Hutchison LA, Costa LJ, Crompton H. 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: 307-320. DOI: 10.1016/J.Cedpsych.2012.02.002 |
0.602 |
|
2012 |
Murphy PK, Alexander PA, Greene JA, Hennessey MN. Examining epistemic frames in conceptual change research: Implications for learning and instruction Asia Pacific Education Review. 13: 475-486. DOI: 10.1007/S12564-011-9199-0 |
0.401 |
|
2011 |
Greene JA, Costa L, Dellinger K. Analysis of self-regulated learning processing using statistical models for count data Metacognition and Learning. 6: 275-301. DOI: 10.1007/S11409-011-9078-4 |
0.606 |
|
2011 |
Greene JA, Moos DC, Azevedo R. Self-regulation of learning with computer-based learning environments New Directions For Teaching and Learning. 2011: 107-115. DOI: 10.1002/Tl.449 |
0.76 |
|
2010 |
GREENE JA, AZEVEDO R. The Measurement of Learners’ Self-Regulated Cognitive and Metacognitive Processes While Using Computer-Based Learning Environments Educational Psychologist. 45: 203-209. DOI: 10.1080/00461520.2010.515935 |
0.733 |
|
2010 |
Greene JA, Muis KR, Pieschl S. The role of epistemic beliefs in students' self-regulated learning with computer-based learning environments: Conceptual and methodological issues Educational Psychologist. 45: 245-257. DOI: 10.1080/00461520.2010.515932 |
0.648 |
|
2010 |
Greene JA, Torney-Purta J, Azevedo R. Empirical evidence regarding relations among a model of epistemic and ontological cognition, academic performance, and educational level. Journal of Educational Psychology. 102: 234-255. DOI: 10.1037/A0017998 |
0.743 |
|
2010 |
Greene JA, Costa L, Robertson J, Pan Y, Deekens VM. Exploring relations among college students’ prior knowledge, implicit theories of intelligence, and self-regulated learning in a hypermedia environment Computers & Education. 55: 1027-1043. DOI: 10.1016/J.Compedu.2010.04.013 |
0.641 |
|
2010 |
Greene JA, Bolick CM, Robertson J. Fostering historical knowledge and thinking skills using hypermedia learning environments: The role of self-regulated learning Computers and Education. 54: 230-243. DOI: 10.1016/J.Compedu.2009.08.006 |
0.653 |
|
2009 |
Greene JA, Brown SC. The wisdom development scale: further validity investigations. International Journal of Aging & Human Development. 68: 289-320. PMID 19711618 DOI: 10.2190/Ag.68.4.B |
0.341 |
|
2009 |
Greene JA. Collegiate faculty expectations regarding students’ epistemic and ontological cognition and the likelihood of academic success Contemporary Educational Psychology. 34: 230-239. DOI: 10.1016/J.Cedpsych.2009.05.003 |
0.448 |
|
2009 |
Greene JA, Azevedo R. 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: 18-29. DOI: 10.1016/J.Cedpsych.2008.05.006 |
0.757 |
|
2008 |
GREENE JA, AZEVEDO R, TORNEY-PURTA J. Modeling Epistemic and Ontological Cognition: Philosophical Perspectives and Methodological Directions Educational Psychologist. 43: 142-160. DOI: 10.1080/00461520802178458 |
0.678 |
|
2008 |
Greene JA, Moos DC, Azevedo R, Winters FI. Exploring differences between gifted and grade-level students’ use of self-regulatory learning processes with hypermedia Computers & Education. 50: 1069-1083. DOI: 10.1016/J.Compedu.2006.10.004 |
0.756 |
|
2008 |
Azevedo R, Moos DC, Greene JA, Winters FI, Cromley JG. Why is externally-facilitated regulated learning more effective than self-regulated learning with hypermedia? Educational Technology Research and Development. 56: 45-72. DOI: 10.1007/S11423-007-9067-0 |
0.822 |
|
2008 |
Winters FI, Greene JA, Costich CM. Self-Regulation of Learning within Computer-based Learning Environments: A Critical Analysis Educational Psychology Review. 20: 429-444. DOI: 10.1007/S10648-008-9080-9 |
0.635 |
|
2007 |
Greene JA, Azevedo R. A Theoretical Review of Winne and Hadwin’s Model of Self-Regulated Learning: New Perspectives and Directions Review of Educational Research. 77: 334-372. DOI: 10.3102/003465430303953 |
0.754 |
|
2007 |
Greene JA, Azevedo R. 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. DOI: 10.2190/G7M1-2734-3Jrr-8033 |
0.723 |
|
2007 |
Azevedo R, Greene JA, Moos DC. The effect of a human agent’s external regulation upon college students’ hypermedia learning Metacognition and Learning. 2: 67-87. DOI: 10.1007/S11409-007-9014-9 |
0.77 |
|
2006 |
Brown SC, Greene JA. The Wisdom Development Scale: Translating the Conceptual to the Concrete Journal of College Student Development. 47: 1-19. DOI: 10.1353/Csd.2006.0002 |
0.371 |
|
2005 |
Azevedo R, Cromley JG, Winters FI, Moos DC, Greene JA. Adaptive human scaffolding facilitates adolescents' self-regulated learning with hypermedia Instructional Science. 33: 381-412. DOI: 10.1007/S11251-005-1273-8 |
0.814 |
|
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