Browse by UCL people
Group by: Type | Date
Number of items: 25.
Article
Annan, J;
Mentis, M;
Somerville, MP;
Holley-Boen, W;
(2020)
The Learning Theories Profile: A metacognitive tool for reflecting on professional practice.
Kairaranga: New Zealand Journal of Education Practice
, 21
(2)
pp. 15-27.
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Cao, Xinyi;
Somerville, Matthew;
Shou, Yiyun;
Xue, Zijing;
Allen, Jennifer L;
(2023)
Callous-unemotional traits and child response to teacher rewards, discipline, and instructional methods in Chinese preschools: A classroom observation study.
Research on Child and Adolescent Psychopathology
10.1007/s10802-023-01137-x.
(In press).
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Cao, Xinyi;
Somerville, MP;
Allen, JL;
(2023)
Teachers' perceptions of the school functioning of Chinese preschool children with callous-unemotional traits and disruptive behaviors.
Teaching and Teacher Education
, 123
, Article 103990. 10.1016/j.tate.2022.103990.
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Ciletti, Lorenzo;
Baines, Ed;
Somerville, Matthew P;
(2025)
Co-teaching practices in Italian primary classrooms: a case for including the sociocultural framework in training teaching collaborations.
International Journal of Inclusive Education
10.1080/13603116.2025.2457461.
(In press).
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Ciletti, Lorenzo;
Baines, Ed;
Somerville, Matthew P;
(2024)
Socioemotional instruction in learning support staff across Italian primary schools: a call for using the ‘multidimensional, scaffolding framework’ in training programmes.
European Journal of Special Needs Education
10.1080/08856257.2024.2421107.
(In press).
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Dennis, Jayne L;
Somerville, Matthew P;
(2023)
Supporting thinking about thinking: examining the metacognition theory-practice gap in higher education.
Higher Education
, 86
pp. 99-117.
10.1007/s10734-022-00904-x.
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Deplancke, Carla;
Somerville, Matthew P;
Harrison, Amy;
Vuillier, Laura;
(2022)
It’s all about beliefs: Believing emotions are uncontrollable is linked to symptoms of anxiety and depression through cognitive reappraisal and expressive suppression.
Current Psychology
10.1007/s12144-022-03252-2.
(In press).
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Dolaty, Sarah;
Midouhas, Emily;
Deighton, Jessica;
Somerville, Matthew P;
(2025)
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.
International Journal of Adolescence and Youth
, 30
(1)
10.1080/02673843.2025.2498616.
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Haataja, Eetu;
Törmänen, Tiina;
Somerville, Matthew P;
Malmberg, Jonna;
Järvenoja, Hanna;
Järvelä, Sanna;
(2025)
A momentary view of engagement in collaborative learning: Triangulation through multimodal data.
Frontline Learning Research
, 13
(2)
102 -121.
10.14786/flr.v13i2.1315.
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Mortimer, Rose;
Somerville, Matthew P;
Mechler, Jakob;
Lindqvist, Karin;
Leibovich, Liat;
Guerrero-Tates, Brenda;
Edbrooke-Childs, Julian;
... Midgley, Nick; + view all
(2022)
Connecting over the internet: Establishing the therapeutic alliance in an internet-based treatment for depressed adolescents.
Clinical Child Psychology and Psychiatry
10.1177/13591045221081193.
(In press).
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Nicholson-Roberts, Bryony R;
Somerville, Matthew P;
Lee, Frances;
(2025)
A multiple case study exploring how the emotional literacy support assistant (ELSA) programme operates in secondary schools.
Emotional and Behavioural Difficulties
10.1080/13632752.2025.2536983.
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Peter, Susanne;
Oliver, Bonamy R;
Kabo, Harriet R;
Raynaud, Anna V;
Wiggers, Marthe;
Somerville, Matthew P;
(2025)
Measuring Emotion Beliefs: A Systematic Review.
Cognition and Emotion
10.1080/02699931.2025.2526676.
(In press).
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Porrino, Jonathan;
Somerville, Matthew P;
Bosanquet, Paula;
(2024)
Teaching assistant support for learning and wellbeing: The perspectives of secondary school pupils with special educational needs and disabilities.
European Journal of Special Needs Education
10.1080/08856257.2024.2433328.
(In press).
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Romney, April;
Somerville, Matthew;
Baines, Ed;
(2022)
The facilitators and barriers to implementing Emotion Coaching following whole-school training in mainstream primary schools.
Educational Psychology in Practice
10.1080/02667363.2022.2125933.
(In press).
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Somerville, Matthew;
Macintyre, Helen;
Harrison, Amy;
Mauss, Iris B;
(2023)
Emotion Controllability Beliefs and Young People’s Anxiety and Depression Symptoms: A Systematic Review.
Adolescent Research Review
10.1007/s40894-023-00213-z.
(In press).
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Somerville, Matthew P;
Midouhas, Emily;
Delprato, Marcos;
Whitebread, David;
(2024)
Help Me If You Can I'm Feeling Down: Supporting Children's Emotion Regulation and Well-Being in the Primary Classroom.
School Mental Health
, 16
pp. 577-591.
10.1007/s12310-024-09668-4.
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Somerville, MP;
Whitebread, D;
(2019)
Emotion regulation and well-being in primary classrooms situated in low-socioeconomic communities.
British Journal of Educational Psychology
, 89
(4)
pp. 565-584.
10.1111/bjep.12222.
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Symonds, Jennifer;
Boheim, Ricardo;
Somerville, Matthew;
Baines, Edward;
Tang, Xin;
Oeri, Niamh;
Rinas, Raven;
... Martinez Sainz, Gabriella; + view all
(2025)
Children’s Momentary Behavioural Engagement and Class Size: A National Systematic Observation Study.
Frontline Learning Research
, 13
(2)
pp. 51-66.
10.14786/flr.v13i2.1431.
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Vuillier, L;
Joseph, J;
Greville-Harris, M;
May, L;
Somerville, MP;
Harrison, A;
Moseley, RL;
(2022)
What about males? Exploring sex differences in the relationship between emotion difficulties and eating disorders.
Journal of Eating Disorders
, 10
(1)
, Article 193. 10.1186/s40337-022-00715-6.
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Vuillier, L;
Wang, Z;
Hassan, S;
Harrison, A;
Somerville, MP;
He, X;
(2025)
Emotional overload in Bulimia Nervosa: an ERP study of emotion processing and regulation.
Journal of Eating Disorders
, 13
, Article 74. 10.1186/s40337-025-01245-7.
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Vuillier, L;
Joseph, J;
Somerville, MP;
Harrison, A;
(2021)
Believing emotions are uncontrollable is linked to eating disorder psychopathology via suppression and reappraisal.
Journal of Eating Disorders volume
, 9
, Article 43. 10.1186/s40337-021-00395-8.
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Whitebread, D;
Grau, V;
Somerville, MP;
(2018)
Commentary: Relationships Between Classroom Dialogue and Support for Metacognitive, Self‐Regulatory Development in Educational Contexts.
New Directions for Child and Adolescent Development
, 2018
(162)
pp. 137-150.
10.1002/cad.20257.
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Book chapter
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Somerville, Matthew P;
Baines, Ed;
(2021)
The social world of the classroom.
In: Monsen, Jeremy and Marks Woolfson, Lisa and Boyle, James, (eds.)
Why Do Teachers Need to Know About Psychology? Strengthening Professional Identity and Well-Being.
Bloomsbury Publishing: London, UK.
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Report
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Somerville, Matthew P;
Macintyre, Helen;
Harrison, Amy;
Mauss, Iris B;
(2022)
What science has shown can help young people with anxiety and depression: Identifying and reviewing the
‘active ingredients’ of effective
interventions: Part 2.
Wellcome Trust: London, UK.
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Digital scholarly resource
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Xie, J;
Somerville, M;
Wang, H;
Salmela-Aro, K;
Symonds, J;
Tang, X;
(2025)
Academic burnout reduction handbook: Brief introduction and coping guide.
[Digital scholarly resource].
https://burnout-handbook.github.io/academic-burnou...
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