Jeff Greene is the McMichael Distinguished Professor of Educational Psychology and Learning Sciences in the School of Education at the University of North Carolina at Chapel Hill. He received his Ph.D. in educational psychology from the University of Maryland in August 2007 (co-advisors Judith Torney-Purta and Roger Azevedo). He holds a Master of Arts degree in measurement, statistics and evaluation (advisor: Gregory Hancock), 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.

In his research, Jeff 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, epistemic practices, and online learning. His recently funded projects include 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, Computers & Education, the American Educational Research Journal, the Journal of Educational Computing Research and Instructional Science.

Greene is co-Editor of Educational Psychologist, and is on the editorial board of the Journal of Educational Psychology, Metacognition & Learning, Science Education, Review of Educational Research, The Journal of the Learning Sciences, and The Journal of Experimental Education. He is a Fellow of the American Psychological Association and received the Richard E. Snow Award for Early Contributions from Division 15 of the American Psychological Association.