Regina Soobard

455 total citations
25 papers, 207 citations indexed

About

Regina Soobard is a scholar working on Education, Developmental and Educational Psychology and Experimental and Cognitive Psychology. According to data from OpenAlex, Regina Soobard has authored 25 papers receiving a total of 207 indexed citations (citations by other indexed papers that have themselves been cited), including 21 papers in Education, 8 papers in Developmental and Educational Psychology and 7 papers in Experimental and Cognitive Psychology. Recurrent topics in Regina Soobard's work include Science Education and Pedagogy (15 papers), Education and Critical Thinking Development (7 papers) and Educational Strategies and Epistemologies (5 papers). Regina Soobard is often cited by papers focused on Science Education and Pedagogy (15 papers), Education and Critical Thinking Development (7 papers) and Educational Strategies and Epistemologies (5 papers). Regina Soobard collaborates with scholars based in Estonia, Finland and Germany. Regina Soobard's co-authors include Miia Rannikmäe, Jack Holbrook, Priit Reiska, Tuula Keinonen, Jingoo Kang, Inês Direito, Shirley Simon, Sakari Tolppanen, Karin Täht and Dmitri Rozgonjuk and has published in prestigious journals such as SHILAP Revista de lepidopterología, International Journal of STEM Education and International Journal of Science and Mathematics Education.

In The Last Decade

Regina Soobard

25 papers receiving 200 citations

Peers

Regina Soobard

EDUCA

DEP

ECP

Behiye Akçay Türkiye

Vivien Mweene Chabalengula United States

Hakan Şevki Ayvacı Türkiye

Kirsten R. Daehler United States

Jee Kyung Suh United States

Khemmawadee Pongsanon United States

Mathias Ropohl Germany

Douglas Llewellyn United States

Joan D. Pasley United States

Kristin Rearden United States

Behiye Akçay Türkiye

Regina Soobard

176 ×1.1

EDUCA

67 ×1.3

DEP

19 ×0.5

16 ×0.6

15 ×0.6

ECP

Citations per year, relative to Regina Soobard Regina Soobard (= 1×) peers Behiye Akçay

Countries citing papers authored by Regina Soobard

Since Specialization

Citations

This map shows the geographic impact of Regina Soobard's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Regina Soobard with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Regina Soobard more than expected).

Fields of papers citing papers by Regina Soobard

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Regina Soobard. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Regina Soobard. The network helps show where Regina Soobard may publish in the future.

Co-authorship network of co-authors of Regina Soobard

This figure shows the co-authorship network connecting the top 25 collaborators of Regina Soobard. A scholar is included among the top collaborators of Regina Soobard based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Regina Soobard. Regina Soobard is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

Soobard, Regina, et al.. (2024). The development of a national e-test on science competence for the third school level: An assessment to support learning. SHILAP Revista de lepidopterología. 12(1). 88–120. 1 indexed citations

Rozgonjuk, Dmitri, et al.. (2024). The S in STEM: gender differences in science anxiety and its relations with science test performance-related variables. International Journal of STEM Education. 11(1). 2 indexed citations

Soobard, Regina, et al.. (2022). Expanding disciplinary and interdisciplinary core idea maps by students to promote perceived self-efficacy in learning science. International Journal of STEM Education. 9(1). 57–57. 10 indexed citations

Soobard, Regina, et al.. (2022). Examining Estonian science teachers’ beliefs about teaching and assessment. Cogent Education. 9(1). 1 indexed citations

Soobard, Regina, et al.. (2021). A Study Comparing Intrinsic Motivation and Opinions on Learning Science (Grades 6) and Taking the International PISA Test (Grade 9). Education Sciences. 11(1). 14–14. 14 indexed citations

Soobard, Regina, et al.. (2021). Estonian science teacher beliefs about competence-based science e-testing. SHILAP Revista de lepidopterología. 32(1). 34–45. 2 indexed citations

Soobard, Regina, et al.. (2021). GRADE 6 & 9 STUDENT AND TEACHER PERCEPTIONS OF TEACHING AND LEARNING APPROACHES IN RELATION TO STUDENT PERCEIVED INTEREST/ENJOYMENT TOWARDS SCIENCE LEARNING. Journal of Baltic Science Education. 20(1). 119–133. 6 indexed citations

Kang, Jingoo, et al.. (2021). Effect of Embedded Careers Education in Science Lessons on Students’ Interest, Awareness, and Aspirations. International Journal of Science and Mathematics Education. 21(1). 211–231. 8 indexed citations

Soobard, Regina, et al.. (2021). Promoting Students’ Perceived Self-Efficacy towards 21st Century Skills through Everyday Life-Related Scenarios. Education Sciences. 11(10). 570–570. 10 indexed citations

10.

Soobard, Regina, et al.. (2020). USING GENETIC VARIATION AS AN DISCIPLINARY CORE IDEA IN SCIENCE EDUCATION. INTED proceedings. 1. 5423–5429. 3 indexed citations

11.

Soobard, Regina, et al.. (2020). FACTORS INFLUENCING LOWER SECONDARY SCHOOL STUDENTS’ MOTIVATION TO LEARN SCIENCE AND MATHEMATICS. INTED proceedings. 1. 6165–6173. 2 indexed citations

12.

Soobard, Regina, et al.. (2020). Exploring The Complexity of Student-Created Mind Maps, Based On Science-Related Disciplinary and Interdisciplinary Core Ideas. 17(1). e2227–e2227. 4 indexed citations

13.

Soobard, Regina, et al.. (2019). Modeling Students’ Perceived Self-efficacy and Importance toward Core Ideas and Work and Life Skills in Science Education. SHILAP Revista de lepidopterología. 30(4). 261–273. 6 indexed citations

14.

Soobard, Regina, et al.. (2019). GRADE 8 AND 11 STUDENTS´ SCIENCE AND SCIENCE-RELATED CAREER PROFILES. EDULEARN proceedings. 1. 6312–6319. 1 indexed citations

15.

Rannikmäe, Miia, et al.. (2017). The change in student scientific literacy levels during gymnasium studies. SHILAP Revista de lepidopterología. 5(1). 59–98. 4 indexed citations

16.

Soobard, Regina, et al.. (2017). Grade nine students’ learning interests towards science topics presented in different contexts and their motivation to learn science. SHILAP Revista de lepidopterología. 5(1). 130–170. 4 indexed citations

17.

Soobard, Regina & Miia Rannikmäe. (2015). Examining Curriculum Related Progress Using a Context- Based Test Instrument - A Comparison of Estonian Grade 10 and 11 Students. Science education international. 26(3). 263–283. 7 indexed citations

18.

Soobard, Regina, Miia Rannikmäe, & Priit Reiska. (2015). Upper Secondary Schools Students’ Progression in Operational Scientific Skills – A Comparison between Grades 10 and 12. Procedia - Social and Behavioral Sciences. 177. 295–299. 3 indexed citations

19.

Rannikmäe, Miia, et al.. (2015). Students’ Self-Efficacy and Values Based on A 21st Century Vision of Scientific Literacy – A Pilot Study. Procedia - Social and Behavioral Sciences. 177. 491–495. 18 indexed citations

20.

Soobard, Regina & Miia Rannikmäe. (2011). Assessing student's level of scientific literacy using interdisciplinary scenarios. Science education international. 22(2). 133–144. 43 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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