This article begins by introducing the definition of school readiness. It questions what school readiness has to do with family support since traditional measures of school readiness are labor-intensive and do not assess family support. Researchers often face difficulties studying the effects of family support due to the possibility of nonlinear outcomes, however in this study performed by the authors, teachers and nursery workers were to complete a BESSI (Brief Early Skills and Support Index) questionnaire for each child participant on two separate occasions. The first occasion consisted of questions on psychometric properties while the second occasion, which took place 6 months later, dealt with questions more concerned with family. Their findings highlight the importance of family contexts for children’s school readiness.This article focuses on the critical time period of early adolescents, testing the child’s perception of family support. Family support is important for both making decisions such as participating in optional learning experiences and engaging in certain activities. Specifically, this article pays attention to how this affects the subject of science. The research performed used structural equation modeling in two different contexts, one through examining engagement during a science and technology center visit and the other through examining engagement and learning during classroom instruction. The data recorded suggests that early adolescents’ perceived family support for learning as being associated with their choices for engagement in science learning. These effects are mediated by child interest and self-efficacy in science. Consequently, this predicts their perceived family support is not separately connected to either interest or self-efficacy.International students experience significant difficulties as they adjust to the dominant culture in the United States. However, there is a substantial gap between the reported academic and sociological distress these students experience and their help-seeking behaviors. This article reviews international students’ distinctive challenges in seeking professional help and proposes guidelines to effectively support these students by enhancing college counselors’ multicultural counseling competence.This study examined the stress-buffering role of social support on indicators of psychosocial functioning among a combined and split sample of ethnically diverse college students. Although high social support signiﬁcantly moderated two relationships in the combined sample, high and low levels of social support signiﬁcantly reduced the effect of stress on depressive symptoms of students of color. For White students, high social support moderated the effect of stress on protective behaviors. Implications for college counselors are discussed.This study examined the mediating effect of psychological stress in the relationship between social support and mental health symptomatology in undergraduate students. Participants completed measures of social support, psychological stress, and mental health symptomatology. Bootstrapping estimates of indirect effects indicated a significant influence of psychological stress in the relationship between social support and both anxiety and depression symptomatology. Implications for mental health promotion and treatment on college campuses are discussed.
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