Endorsements by Matthew Somerville

0000-0002-3460-4369

University College London
emotionemotion regulationemotion controllability beliefsself-regulationclassroom processesmental healthwell-being

Endorsements

Momentary Student Engagement as a Dynamic Developmental System
robustclearexciting
All endorsers

Own works

A momentary view of engagement in collaborative learning: Triangulation through multimodal data
All endorsers
Children’s Momentary Behavioural Engagement and Class Size: A National Systematic Observation Study
All endorsers
The impact of academically and socially focused peer relations on children’s engagement and academic progress in primary school
All endorsers
Co-teaching practices in Italian primary classrooms: a case for including the sociocultural framework in training teaching collaborations
All endorsers
Teaching assistant support for learning and wellbeing: the perspectives of secondary school pupils with special educational needs and disabilities
All endorsers
Socioemotional instruction in learning support staff across Italian primary schools: a call for using the ‘multidimensional, scaffolding framework’ in training programmes
All endorsers
Help Me If You Can I’m Feeling Down: Supporting Children’s Emotion Regulation and Well-Being in the Primary Classroom
All endorsers
Emotion Controllability Beliefs and Young People’s Anxiety and Depression Symptoms: A Systematic Review
All endorsers
Callous-unemotional traits and child response to teacher rewards, discipline, and instructional methods in Chinese preschools: A classroom observation study
All endorsers
It’s all about beliefs: Believing emotions are uncontrollable is linked to symptoms of anxiety and depression through cognitive reappraisal and expressive suppression
All endorsers
Supporting thinking about thinking: examining the metacognition theory-practice gap in higher education
All endorsers
Teachers' perceptions of the school functioning of Chinese preschool children with callous-unemotional traits and disruptive behaviors
All endorsers
The facilitators and barriers to implementing Emotion Coaching following whole-school training in mainstream primary schools
All endorsers
Emotion controllability beliefs and young people’s anxiety and depression symptoms: A systematic review
All endorsers
Connecting over the internet: Establishing the therapeutic alliance in an internet-based treatment for depressed adolescents
All endorsers
What about males? Exploring sex differences in the relationship between emotion difficulties and eating disorders
All endorsers
Believing emotions are uncontrollable is linked to eating disorder psychopathology via suppression and reappraisal.
All endorsers
Emotion regulation and well-being in primary classrooms situated in low-socioeconomic communities
All endorsers
Relationships between classroom dialogue and support for metacognitive, self-regulatory development in educational contexts
All endorsers
Between theory and practice falls the shadow: The Learning Theories Profile
All endorsers
Response to Trauma in children: An examination of effective intervention and post-traumatic growth
All endorsers