Regis Komperda

454 total citations
16 papers, 286 citations indexed

About

Regis Komperda is a scholar working on Education, Developmental and Educational Psychology and Safety Research. According to data from OpenAlex, Regis Komperda has authored 16 papers receiving a total of 286 indexed citations (citations by other indexed papers that have themselves been cited), including 11 papers in Education, 7 papers in Developmental and Educational Psychology and 4 papers in Safety Research. Recurrent topics in Regis Komperda's work include Science Education and Pedagogy (8 papers), Various Chemistry Research Topics (4 papers) and Career Development and Diversity (4 papers). Regis Komperda is often cited by papers focused on Science Education and Pedagogy (8 papers), Various Chemistry Research Topics (4 papers) and Career Development and Diversity (4 papers). Regis Komperda collaborates with scholars based in United States and Canada. Regis Komperda's co-authors include Jack Barbera, Jennifer E. Lewis, Maria J. Schroeder, Diane M. Bunce, Shirley Lin, JudithAnn R. Hartman, Michael M. Phillips, Maia Popova, Dianne J. Luning Prak and Jordan Harshman and has published in prestigious journals such as Journal of Chemical Education, Physical Review Physics Education Research and ACS Chemical Health & Safety.

In The Last Decade

Regis Komperda

14 papers receiving 280 citations

Peers

Regis Komperda

EDUCA

DEP

ECP

PTC

Diana S. Mason United States

Janez Vogrinc Slovenia

Abdi-Rizak M. Warfa United States

Irene Neumann Germany

Kola Soyibo Jamaica

Naneh Apkarian United States

Adam Johnston United States

Vassilia Hatzinikita Greece

Silvija Markic Germany

Esen Uzuntiryaki-Kondakçı Türkiye

Diana S. Mason United States

Regis Komperda

281 ×1.8

EDUCA

115 ×1.3

DEP

16 ×0.3

ECP

18 ×0.4

54 ×1.2

PTC

Citations per year, relative to Regis Komperda Regis Komperda (= 1×) peers Diana S. Mason

Countries citing papers authored by Regis Komperda

Since Specialization

Citations

This map shows the geographic impact of Regis Komperda'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 Regis Komperda with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Regis Komperda more than expected).

Fields of papers citing papers by Regis Komperda

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Regis Komperda. 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 Regis Komperda. The network helps show where Regis Komperda may publish in the future.

Co-authorship network of co-authors of Regis Komperda

This figure shows the co-authorship network connecting the top 25 collaborators of Regis Komperda. A scholar is included among the top collaborators of Regis Komperda 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 Regis Komperda. Regis Komperda is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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16 of 16 papers shown

Popova, Maia, et al.. (2025). Testing a Reciprocal Causation Model between the Organic Chemistry Representational Competence Assessment and Examination Performance in Postsecondary Organic Chemistry. Journal of Chemical Education. 102(7). 2609–2622.

Harshman, Jordan, et al.. (2024). Validity and Reliability of Survey Data: Key to Empowering Chemical Health and Safety Research. ACS Chemical Health & Safety. 31(2). 121–126.

Raker, Jeffrey R., et al.. (2024). Design, development, and evaluation of the organic chemistry representational competence assessment (ORCA). Chemistry Education Research and Practice. 26(1). 244–258. 7 indexed citations

Grunspan, Daniel Z., et al.. (2024). Importance of undergraduate institution prestige in physics faculty hiring networks. Physical Review Physics Education Research. 20(1). 1 indexed citations

Bunce, Diane M., et al.. (2023). Impact of Clicker and Confidence Questions on the Metacognition and Performance of Students of Different Achievement Groups in General Chemistry. Journal of Chemical Education. 100(5). 1751–1762. 4 indexed citations

Barbera, Jack, Jordan Harshman, & Regis Komperda. (2023). The Chemistry Instrument Review and Assessment Library (CHIRAL): A New Resource for the Chemistry Education Community. Journal of Chemical Education. 100(4). 1455–1459. 4 indexed citations

Komperda, Regis, et al.. (2023). Practices in instrument use and development in chemistry education research and practice 2010–2021. Chemistry Education Research and Practice. 24(3). 882–895. 4 indexed citations

Komperda, Regis, et al.. (2022). Characterizing Graduate Student Identity Development in the Context of an Integrated Research and Teaching Graduate Student Training Course. Journal of Chemical Education. 99(4). 1747–1757. 11 indexed citations

Barbera, Jack, et al.. (2020). Clarity on Cronbach’s Alpha Use. Journal of Chemical Education. 98(2). 257–258. 79 indexed citations

10.

Komperda, Regis, et al.. (2020). Addressing diversity and inclusion through group comparisons: a primer on measurement invariance testing. Chemistry Education Research and Practice. 21(3). 969–988. 37 indexed citations

11.

Komperda, Regis, et al.. (2020). Investigation of evidence for the internal structure of a modified science motivation questionnaire II (mSMQ II): a failed attempt to improve instrument functioning across course, subject, and wording variants. Chemistry Education Research and Practice. 21(3). 893–907. 13 indexed citations

12.

Schroeder, Maria J., et al.. (2019). Problem-Solving Behaviors of Different Achievement Groups on Multiple-Choice Questions in General Chemistry. Journal of Chemical Education. 97(1). 3–15. 7 indexed citations

13.

Komperda, Regis, et al.. (2018). Moving beyond Alpha: A Primer on Alternative Sources of Single-Administration Reliability Evidence for Quantitative Chemistry Education Research. Journal of Chemical Education. 95(9). 1477–1491. 65 indexed citations

14.

Bunce, Diane M., et al.. (2017). Differential Use of Study Approaches by Students of Different Achievement Levels. Journal of Chemical Education. 94(10). 1415–1424. 28 indexed citations

15.

Komperda, Regis, et al.. (2017). Evaluation of the influence of wording changes and course type on motivation instrument functioning in chemistry. Chemistry Education Research and Practice. 19(1). 184–198. 19 indexed citations

16.

Bunce, Diane M., et al.. (2016). Choice of Study Resources in General Chemistry by Students Who Have Little Time To Study. Journal of Chemical Education. 94(1). 11–18. 7 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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