| The influence of emotional intelligence, cognitive test anxiety, and coping strategies on undergraduate academic performance CL Thomas, JC Cassady, ML Heller Learning and Individual Differences 55, 40-48, 2017 | 332 | 2017 |
| Identifying severity standards on the cognitive test anxiety scale: Cut score determination using latent class and cluster analysis CL Thomas, JC Cassady, WH Finch Journal of Psychoeducational Assessment 36 (5), 492-508, 2018 | 163 | 2018 |
| Driving engagement: investigating the influence of emotional intelligence and academic buoyancy on student engagement CL Thomas, K Allen Journal of Further and Higher Education 45 (1), 107-119, 2021 | 122 | 2021 |
| Preventing stress among undergraduate learners: The importance of emotional intelligence, resilience, and emotion regulation C Thomas, S Zolkoski Frontiers in Education 5, 94, 2020 | 96 | 2020 |
| High-impact teaching practices foster a greater sense of belonging in the college classroom LAJ Kirby, CL Thomas Journal of Further and Higher Education 46 (3), 368-381, 2022 | 94 | 2022 |
| Effects of a community-engaged teacher preparation program on the culturally relevant teaching self-efficacy of preservice teachers CL Thomas, SM Tancock, EM Zygmunt, N Sutter Journal of Negro Education 89 (2), 122-135, 2020 | 75 | 2020 |
| Supporting emergent literacy for English language learners with computer‐assisted instruction JC Cassady, LL Smith, CL Thomas Journal of Research in Reading 41 (2), 350-369, 2018 | 67 | 2018 |
| Validation of the State Version of the State-Trait Anxiety Inventory in a university sample CL Thomas, JC Cassady SAGE Open 11 (3), 21582440211031900, 2021 | 45 | 2021 |
| Situational interest helps correct misconceptions: An investigation of conceptual change in university students CL Thomas, LAJ Kirby Instructional Science 48, 223-241, 2020 | 43 | 2020 |
| The influence of personality factors, value appraisals, and control appraisals on cognitive test anxiety CL Thomas, JC Cassady Psychology in the Schools 56 (10), 1568-1582, 2019 | 43 | 2019 |
| An examination of the mediating role of learning space design on the relation between instructor effectiveness and student engagement CL Thomas, GM Pavlechko, JC Cassady Learning Environments Research 22, 117-131, 2019 | 42 | 2019 |
| Validation of the Turkish version of the cognitive test anxiety scale–revised S Bozkurt, GB Ekitli, CL Thomas, JC Cassady Sage Open 7 (1), 2158244016669549, 2017 | 41 | 2017 |
| The influence of emotional intelligence and perfectionism on Error-Related Negativity: An event related potential study K Perrone-McGovern, S Simon-Dack, A Esche, C Thomas, K Beduna, ... Personality and Individual Differences 111, 65-70, 2017 | 34 | 2017 |
| Predicting academic help-seeking intentions using the reasoned action model CL Thomas, MJ Tagler Frontiers in Education 4, 59, 2019 | 26 | 2019 |
| Investigating the influence of COVID-related worry on university enrollment intentions: An application of the reasoned action model C Thomas, K Allen Journal of College Student Retention: Research, Theory, & Practice, 2021 | 23 | 2021 |
| Examining the psychometric properties of the FRIEDBEN Test Anxiety Scale using exploratory structural equation modeling C Thomas, J Cassady, J Heath International Journal of School and Educational Psychology, 2018 | 15 | 2018 |
| The Intersection of Preparation and Practice: School Leadership Learning Through Simulation J Bailey, F Kaiser, C Thomas, S Dillingham, D Norwood, N Smith, ... NASSP Bulletin 106 (3), 209-231, 2022 | 14 | 2022 |
| Using latent profile analysis to investigate emotional intelligence profiles in a sample of American university students CL Thomas, JA Heath Psychology in the Schools 59 (9), 1802-1824, 2022 | 12 | 2022 |
| Predicting test anxiety using the 3x2 achievement goal model CL Thomas International Journal of School & Educational Psychology 10 (2), 232-242, 2022 | 12 | 2022 |
| Identifying and supporting students with affective disorders in schools: Academic anxieties and emotional information processing JC Cassady, CL Thomas Handbook of educational psychology and students with special needs, 52-74, 2020 | 11 | 2020 |