Matthew P Somerville
Biographic Data
| ID | 2747423 |
|---|---|
| NAME | Matthew P Somerville |
| GIVEN NAMES | Matthew P |
| FAMILY NAME | Somerville |
| SIGNATURE | SOMERVILLE M P |
| AFFILIATIONS | University College London |
| ORCID | 0000-0002-3460-4369 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Measuring emotion beliefs: A systematic review
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 sp…
Despite recent investments in England’s school mental health initiatives, these interventions continue to face challenges in sustainability and relevance. Youth participation in developing, delivering, and evaluating services can enhance their fit within school and community contexts. While evidence highlights the benefits of youth participation, little is known about the engagement approaches used as part of these mental health interventions. Th…
Co-teaching practices in Italian primary classrooms: A case for including the sociocultural framework in training teaching collaborations
Internationally, co-teaching is valuable for educating mainstream classes including children with disabilities. This educational provision typically involves a special education teacher (SET) and a classroom teacher. These ‘co-teachers’ are generally expected to collaborate in whole-class instruction. However, international research often illustrates that SETs independently support the classwork of disabled children while teachers handle whole-cl…
It’s all about beliefs: Believing emotions are uncontrollable is linked to symptoms of anxiety and depression through cognitive reappraisal and expressive suppression
The aim of this study was to examine the link between personal beliefs about emotion controllability and symptoms of anxiety and depression, with a particular focus on the mediating role of emotion regulation. To date, there has been little research examining the mediating role of cognitive reappraisal or expressive suppression in the link between beliefs about emotion controllability and symptoms of anxiety. Online questionnaires measuring emoti…
Supporting thinking about thinking: Examining the metacognition theory-practice gap in higher education
Metacognition is the knowledge and regulation of one’s cognition and has been associated with academic performance across all levels of education, including higher education (HE). Previously, a gap has been reported between extensive metacognition research and elaboration of theory versus minimal inclusion of metacognition in teaching practice in primary and secondary education. The present study investigated whether this theory-practice gap exte…
Teachers' perceptions of the school functioning of Chinese preschool children with callous-unemotional traits and disruptive behaviors
This qualitative study investigated teachers’ views on differences in children with disruptive behavior and high versus low levels of callous-unemotional (CU) traits in response to classroom management strategies, instructional methods, and teacher-child and teacher-caregiver relationship quality. Twenty teachers from three Chinese preschools were interviewed about 40 children with disruptive behavior (aged 4–6 years). Teachers perceived children…
Emotion regulation and well-being in primary classrooms situated in low-socioeconomic communities
BackgroundAlthough emotion is central to most models of children's well-being, few studies have looked at how well-being is related to the ways in which children regulate their emotions.AimsThe aim of this study was to examine the associations among children's emotion regulation strategy choice and their emotional expression, behaviour, and well-being. The study also investigated whether contextual factors influenced the emotion regulation strate…
Commentary: Relationships Between Classroom Dialogue and Support for Metacognitive, Self-Regulatory Development in Educational Contexts
As indicated in the introductory article, this special issue has attempted to represent and illustrate developments in theoretical, methodological, and empirical work related to the role of primary classroom dialogue in supporting children's self-regulation. The articles included report studies carried out in the United Kingdom and Chile (two quite different cultural contexts) originally supported by a British Academy International Partnership an…
Emotion regulation and well-being in primary classrooms situated in low-socioeconomic communities
BackgroundAlthough emotion is central to most models of children's well-being, few studies have looked at how well-being is related to the ways in which children regulate their emotions.AimsThe aim of this study was to examine the associations among children's emotion regulation strategy choice and their emotional expression, behaviour, and well-being. The study also investigated whether contextual factors influenced the emotion regulation strate…
Teachers' perceptions of the school functioning of Chinese preschool children with callous-unemotional traits and disruptive behaviors
This qualitative study investigated teachers’ views on differences in children with disruptive behavior and high versus low levels of callous-unemotional (CU) traits in response to classroom management strategies, instructional methods, and teacher-child and teacher-caregiver relationship quality. Twenty teachers from three Chinese preschools were interviewed about 40 children with disruptive behavior (aged 4–6 years). Teachers perceived children…
Commentary: Relationships Between Classroom Dialogue and Support for Metacognitive, Self-Regulatory Development in Educational Contexts
As indicated in the introductory article, this special issue has attempted to represent and illustrate developments in theoretical, methodological, and empirical work related to the role of primary classroom dialogue in supporting children's self-regulation. The articles included report studies carried out in the United Kingdom and Chile (two quite different cultural contexts) originally supported by a British Academy International Partnership an…
Emotion regulation and well-being in primary classrooms situated in low-socioeconomic communities
BackgroundAlthough emotion is central to most models of children's well-being, few studies have looked at how well-being is related to the ways in which children regulate their emotions.AimsThe aim of this study was to examine the associations among children's emotion regulation strategy choice and their emotional expression, behaviour, and well-being. The study also investigated whether contextual factors influenced the emotion regulation strate…
Teachers' perceptions of the school functioning of Chinese preschool children with callous-unemotional traits and disruptive behaviors
This qualitative study investigated teachers’ views on differences in children with disruptive behavior and high versus low levels of callous-unemotional (CU) traits in response to classroom management strategies, instructional methods, and teacher-child and teacher-caregiver relationship quality. Twenty teachers from three Chinese preschools were interviewed about 40 children with disruptive behavior (aged 4–6 years). Teachers perceived children…
It’s all about beliefs: Believing emotions are uncontrollable is linked to symptoms of anxiety and depression through cognitive reappraisal and expressive suppression
The aim of this study was to examine the link between personal beliefs about emotion controllability and symptoms of anxiety and depression, with a particular focus on the mediating role of emotion regulation. To date, there has been little research examining the mediating role of cognitive reappraisal or expressive suppression in the link between beliefs about emotion controllability and symptoms of anxiety. Online questionnaires measuring emoti…
Supporting thinking about thinking: Examining the metacognition theory-practice gap in higher education
Metacognition is the knowledge and regulation of one’s cognition and has been associated with academic performance across all levels of education, including higher education (HE). Previously, a gap has been reported between extensive metacognition research and elaboration of theory versus minimal inclusion of metacognition in teaching practice in primary and secondary education. The present study investigated whether this theory-practice gap exte…
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 sp…
Despite recent investments in England’s school mental health initiatives, these interventions continue to face challenges in sustainability and relevance. Youth participation in developing, delivering, and evaluating services can enhance their fit within school and community contexts. While evidence highlights the benefits of youth participation, little is known about the engagement approaches used as part of these mental health interventions. Th…
Co-teaching practices in Italian primary classrooms: A case for including the sociocultural framework in training teaching collaborations
Internationally, co-teaching is valuable for educating mainstream classes including children with disabilities. This educational provision typically involves a special education teacher (SET) and a classroom teacher. These ‘co-teachers’ are generally expected to collaborate in whole-class instruction. However, international research often illustrates that SETs independently support the classwork of disabled children while teachers handle whole-cl…
Measuring emotion beliefs: A systematic review
Psychology (7 works) · Cognition (4 works) · Developmental psychology (3 works) · Pedagogy (3 works) · Social Psychology (3 works) · Child and Adolescent Psychosocial and Emotional Development (2 works) · Clinical Psychology (2 works) · Cognitive reappraisal (2 works) · Early Childhood Education and Development (2 works) · Expressive Suppression (2 works)