Matthew Somerville

University College London

United Kingdom

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Articles (13)

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2025

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2025

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2025

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2025

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2025

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2025

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2025

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2024

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2023

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2023

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2023

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2023

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2022

Collaborators (5)

Sanna Järvelä

FINLAND

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Bonamy R. Oliver

University College London

UNITED KINGDOM

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Seaneen Sloan

Assistant Professor

Dublin City University

IRELAND

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Dympna Devine

Full Professor

Dublin City University

IRELAND

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Jennifer Allen

University of Bath

UNITED KINGDOM

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Matthew Somerville

Research Interests

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Articles (13)

Measuring emotion beliefs: a systematic review

Children’s Momentary Behavioural Engagement and Class Size: A National Systematic Observation Study

A momentary view of engagement in collaborative learning: Triangulation through multimodal data

Public participation in mental health programming: insights into the ways young people are involved in the development, delivery, and evaluation of mental health initiatives in school and community spaces

Teaching assistant support for learning and wellbeing: the perspectives of secondary school pupils with special educational needs and disabilities

A multiple case study exploring how the emotional literacy support assistant (ELSA) programme operates in secondary schools

The impact of academically and socially focused peer relations on children’s engagement and academic progress in primary school

Help Me If You Can I’m Feeling Down: Supporting Children’s Emotion Regulation and Well-Being in the Primary Classroom

Teachers' perceptions of the school functioning of Chinese preschool children with callous-unemotional traits and disruptive behaviors

It’s all about beliefs: Believing emotions are uncontrollable is linked to symptoms of anxiety and depression through cognitive reappraisal and expressive suppression

Supporting thinking about thinking: examining the metacognition theory-practice gap in higher education

Emotion Controllability Beliefs and Young People’s Anxiety and Depression Symptoms: A Systematic Review

The facilitators and barriers to implementing Emotion Coaching following whole-school training in mainstream primary schools

Collaborators (5)

Sanna Järvelä

Bonamy R. Oliver

Seaneen Sloan

Dympna Devine

Jennifer Allen

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