| Emotional intelligence predicts academic performance: A meta-analysis. C MacCann, Y Jiang, LER Brown, KS Double, M Bucich, A Minbashian Psychological bulletin 146 (2), 150, 2020 | 919 | 2020 |
| The impact of peer assessment on academic performance: A meta-analysis of control group studies KS Double, JA McGrane, TN Hopfenbeck Educational Psychology Review 32 (2), 481-509, 2020 | 394 | 2020 |
| Action video games improve reading abilities and visual-to-auditory attentional shifting in English-speaking children with dyslexia S Franceschini, P Trevisan, L Ronconi, S Bertoni, S Colmar, K Double, ... Scientific reports 7 (1), 5863, 2017 | 207 | 2017 |
| The confidence database D Rahnev, K Desender, ALF Lee, WT Adler, D Aguilar-Lleyda, B Akdoğan, ... Nature human behaviour 4 (3), 317-325, 2020 | 132 | 2020 |
| A meta-analysis and systematic review of reactivity to judgements of learning KS Double, DP Birney, SA Walker Memory 26 (6), 741-750, 2018 | 103 | 2018 |
| The importance of early phonics improvements for predicting later reading comprehension KS Double, JA McGrane, JC Stiff, TN Hopfenbeck British Educational Research Journal 45 (6), 1220-1234, 2019 | 70 | 2019 |
| Reactivity to measures of metacognition KS Double, DP Birney Frontiers in Psychology 10, 494909, 2019 | 59 | 2019 |
| Emotional intelligence and attachment in adulthood: A meta-analysis SA Walker, KS Double, H Kunst, M Zhang, C MacCann Personality and individual differences 184, 111174, 2022 | 47 | 2022 |
| The effects of personality and metacognitive beliefs on cognitive training adherence and performance KS Double, DP Birney Personality and Individual Differences 102, 7-12, 2016 | 38 | 2016 |
| Are you sure about that? Eliciting confidence ratings may influence performance on Raven's progressive matrices KS Double, DP Birney Thinking & Reasoning 23 (2), 190-206, 2017 | 30 | 2017 |
| Beyond the intellect: Complexity and learning trajectories in Raven's Progressive Matrices depend on self-regulatory processes and conative dispositions DP Birney, JF Beckmann, N Beckmann, KS Double Intelligence 61, 63-77, 2017 | 28 | 2017 |
| The complicated relationship between the dark triad and emotional intelligence: A systematic review SA Walker, KS Double, DP Birney Emotion Review 13 (3), 257-274, 2021 | 25 | 2021 |
| Do confidence ratings prime confidence? KS Double, DP Birney Psychonomic bulletin & review 26, 1035-1042, 2019 | 21 | 2019 |
| Emotionally intelligent people show more flexible regulation of emotions in daily life. KS Double, RT Pinkus, C MacCann Emotion 22 (2), 397, 2022 | 18 | 2022 |
| Reactivity to confidence ratings in older individuals performing the latin square task KS Double, DP Birney Metacognition and Learning 13 (3), 309-326, 2018 | 18 | 2018 |
| Working memory interventions with children: classrooms or computers? S Colmar, K Double Journal of psychologists and counsellors in schools 27 (2), 264-277, 2017 | 17 | 2017 |
| How much can people fake on the dark triad? A meta-analysis and systematic review of instructed faking SA Walker, KS Double, DP Birney, C MacCann Personality and individual differences 193, 111622, 2022 | 16 | 2022 |
| Moderators of learning and performance trajectories in microworld simulations: Too soon to give up on intellect!? DP Birney, JF Beckmann, N Beckmann, KS Double, K Whittingham Intelligence 68, 128-140, 2018 | 12 | 2018 |
| Emotionally intelligent people use more high-engagement and less low-engagement processes to regulate others’ emotions H Xiao, KS Double, SA Walker, H Kunst, C MacCann Journal of Intelligence 10 (4), 76, 2022 | 11 | 2022 |
| Causal illusions in the classroom: how the distribution of student outcomes can promote false instructional beliefs KS Double, JYL Chow, EJ Livesey, TN Hopfenbeck Cognitive Research: Principles and Implications 5, 1-20, 2020 | 11 | 2020 |
