Alisic, E., Zalta, A. K., Van Wesel, F., Larsen, S. E., Hafstad, G. S., Hassanpour, K., & Smid, G. E. (2014). Rates of post-traumatic stress disorder in trauma-exposed children and adolescents: Meta-analysis. The British Journal of Psychiatry, 204(5), 335-340.

Antia, S. D., Stinson, M. S., & Gaustad, M. G. (2002). Developing membership in the education of deaf and hard-of-hearing students in inclusive settings. Journal of Deaf Studies and Deaf Education, 7(3), 214-229.

Beets, M. W., Cardinal, B. J., & Alderman, B. L. (2010). Parental social support and the physical activity-related behaviors of youth: A review. Health Education & Behavior, 37(5), 621-644.

Benzi, I. M. A., Gallus, S., Santoro, E., & Barone, L. (2023). Psychosocial determinants of sleep difficulties in adolescence: the role of perceived support from family, peers, and school in an Italian HBSC sample. European Journal of Pediatrics, 182(6), 2625-2634.

Bethell, C. D., Gombojav, N., & Whitaker, R. C. (2019). Family resilience and connection promote flourishing among US children, even amid adversity. Health Affairs, 38(5), 729-737.

Butler‐Barnes, S. T., Leath, S., Williams, A., Byrd, C., Carter, R., & Chavous, T. M. (2018). Promoting resilience among African American girls: Racial identity as a protective factor. Child Development, 89(6), e552-e571.

Chiu, M. M., Pong, S. L., Mori, I., & Chow, B. W. Y. (2012). Immigrant students' emotional and cognitive engagement at school: A multilevel analysis of students in 41 countries. Journal of youth and adolescence, 41, 1409-1425.

Chu, P. S., Saucier, D. A., & Hafner, E. (2010). Meta-analysis of the relationships between social support and well-being in children and adolescents. Journal of Social and Clinical Psychology, 29(6), 624-645.

Cochrane, G. M., Marella, M., Keeffe, J. E., & Lamoureux, E. L. (2011). The Impact of Vision Impairment for Children (IVI_C): validation of a vision-specific pediatric quality-of-life questionnaire using Rasch analysis Investigative Ophthalmology & Visual Science, 52(3), 1632-1640.

Crocker, A. D., & Orr, R. R. (1996). Social behaviors of children with visual impairments enrolled in preschool programs. Exceptional Children, 62(5), 451-462.

Csikszentmihalyi, M., Routledge, R., Gute, G., Gute, D. S., Nakamura, J., & Csikszentmihalyi, M. (2014). The early lives of highly creative persons: The influence of the complex family. The Systems Model of Creativity: The Collected Works of Mihaly Csikszentmihalyi, 293-317.

Demaray, M. K., & Malecki, C. K. (2002). Critical levels of perceived social support associated with student adjustment. School Psychology Quarterly, 17(3), 213.

Dubow, E. F., & Ullman, D. G. (1989). Assessing social support in elementary school children: The survey of children's social support. Journal of Clinical Child Psychology, 18(1), 52-64.

Dyson, B., Howley, D., & Shen, Y. (2021). ‘Being a team, working together, and being kind': Primary students' perspectives of cooperative learning's contribution to their social and emotional learning. Physical Education and Sport Pedagogy, 26(2), 137-154.

El‐Sheikh, M., & Kelly, R. J. (2017). Family functioning and children's sleep. Child Development Perspectives, 11(4), 264-269.

Estell, D. B., & Perdue, N. H. (2013). Social support and behavioral and affective school engagement: The effects of peers, parents, and teachers. Psychology in the Schools, 50(4), 325-339.

Fillmore, L. W. (1991). When learning a second language means losing the first. Early Childhood Research Quarterly, 6(3), 323-346.

Flaspohler, P. D., Elfstrom, J. L., Vanderzee, K. L., Sink, H. E., & Birchmeier, Z. (2009). Stand by me: The effects of peer and teacher support in mitigating the impact of bullying on quality of life. Psychology in the Schools, 46(7), 636-649.

Fu, W., Wang, C., Chai, H., & Xue, R. (2022). Examining the relationship of empathy, social support, and prosocial behavior of adolescents in China: A structural equation modeling approach. Humanities and Social Sciences Communications, 9(1), 1-8.

Gladstone, G. L., Parker, G. B., & Malhi, G. S. (2006). Do bullied children become anxious and depressed adults?: A cross-sectional investigation of the correlates of bullying and anxious depression. The Journal of nervous and mental disease, 194(3), 201-208.

Griffith, J. M., & Hankin, B. L. (2021). Affective benefits of parental engagement with adolescent positive daily life experiences. Journal of Youth and Adolescence, 50, 2036-2051.

Ham, S. H., Yang, K. E., & Cha, Y. K. (2017). Immigrant integration policy for future generations? A cross-national multilevel analysis of immigrant-background adolescents' sense of belonging at school. International Journal of Intercultural Relations, 60, 40-50.

Hanson, J. (2017). Testing the Difference between School Level and Academic Mindset in the Classroom: Implications for Developing Student Psycho-Social Skills in Secondary School Classrooms. Journal of Educational Issues, 3(1), 44-63.

Healy, K. L., Sanders, M. R., & Iyer, A. (2015). Parenting practices, children's peer relationships and being bullied at school. Journal of Child and Family Studies, 24, 127-140.

Hill, N. E., Witherspoon, D. P., & Bartz, D. (2018). Parental involvement in education during middle school: Perspectives of ethnically diverse parents, teachers, and students. The Journal of Educational Research, 111(1), 12-27.

Jensen, T. K., Gulbrandsen, W., Mossige, S., Reichelt, S., & Tjersland, O. A. (2005). Reporting possible sexual abuse: A qualitative study on children's perspectives and the context for disclosure. Child Abuse & Neglect, 29(12), 1395-1413.

Johnson, D. W., & Johnson, R. T. (2004). The three Cs of promoting social and emotional learning. Building academic success on social and emotional learning: What does the research say, 40-58.

Johnson, K. F. (2013). The cumulative effect of hyperactivity and peer relationships on reading comprehension. Journal of Education and Training Studies, 2(1), 98-102.

Kilday, J. E., & Ryan, A. M. (2019). Personal and collective perceptions of social support: Implications for classroom engagement in early adolescence. Contemporary Educational Psychology, 58, 163-174.

Kilday, J. E., & Ryan, A. M. (2019). Personal and collective perceptions of social support: Implications for classroom engagement in early adolescence. Contemporary Educational Psychology, 58, 163-174.

Kim, J., & Cicchetti, D. (2010). Longitudinal pathways linking child maltreatment, emotion regulation, peer relations, and psychopathology. Journal of Child Psychology and Psychiatry, 51(6), 706-716.

Kliewer, W., Lepore, S. J., Oskin, D., & Johnson, P. D. (1998). The role of social and cognitive processes in children's adjustment to community violence. Journal of Consulting and Clinical Psychology, 66(1), 199.

Koşkulu-Sancar, S., van de Weijer-Bergsma, E., Mulder, H., & Blom, E. (2023). Examining the role of parents and teachers in executive function development in early and middle childhood: A systematic review. Developmental Review, 67, 101063.

Liang, Q., Niu, W., Cheng, L., & Qin, K. (2022). Creativity Outside School: The Influence of Family Background, Perceived Parenting, and After‐school Activity on Creativity. The Journal of Creative Behavior, 56(1), 138-157.

Malecki, C. K., & Demaray, M. K. (2006). Social support as a buffer in the relationship between socioeconomic status and academic performance. School Psychology Quarterly, 21(4), 375-395.

Malecki, C. K., & Elliott, S. N. (1999). Adolescents' ratings of perceived social support and its importance: Validation of the Student Social Support Scale. Psychology in the Schools, 36(6), 473-483.

Malecki, C. K., Demaray, M. K., & Elliott, S. N. (2000). The Child and Adolescent Social Support Scale. DeKalb, IL: Northern Illinois University.

Malecki, C. K., Demaray, M. K., Elliott, S. N., & Nolten, P. W. (2000). Child and adolescent social support scale. Psychology in the Schools.

Menting, B., Van Lier, P. A., & Koot, H. M. (2011). Language skills, peer rejection, and the development of externalizing behavior from kindergarten to fourth grade. Journal of Child Psychology and Psychiatry, 52(1), 72-79.

Mo, Y., & Singh, K. (2008). Parents' relationships and involvement: Effects on students' school engagement and performance. RMLE online, 31(10), 1-11.

Moran, S., Bundick, M. J., Malin, H., & Reilly, T. S. (2013). How supportive of their specific purposes do youth believe their family and friends are?. Journal of Adolescent Research, 28(3), 348-377.

Morrison, G. M., Cosden, M. A., O'Farrell, S. L., & Campos, E. (2003). Changes in Latino students' perceptions of school belonging over time: Impact of language proficiency, self-perceptions and teacher evaluations. The California School Psychologist, 8, 87-98.

Oravecz, L. M., Koblinsky, S. A., & Randolph, S. M. (2008). Community violence, interpartner conflict, parenting, and social support as predictors of the social competence of African American preschool children. Journal of Black Psychology, 34(2), 192-216.

Paine, M. L., & Hansen, D. J. (2002). Factors influencing children to self-disclose sexual abuse. Clinical Psychology Review, 22(2), 271-295.

Park, S. M. (2013). Immigrant students' heritage language and cultural identity maintenance in multilingual and multicultural societies. Concordia Working Papers in Applied Linguistics, 4, 30-53.

Rouse, H. L., & Fantuzzo, J. W. (2006). Validity of the dynamic indicators for basic early literacy skills as an indicator of early literacy for urban kindergarten children. School Psychology Review, 35(3), 341-355.

Rueger, S. Y., Malecki, C. K., & Demaray, M. K. (2008). Gender differences in the relationship between perceived social support and student adjustment during early adolescence. School Psychology Quarterly, 23(4), 496-514.

Sen, R. S., & Sharma, N. (2013). The familial context of creativity: Patterns of nurturance in families of creative children. Psychological Studies, 58, 374-385.

Sheldon, S. B., & Epstein, J. L. (2005). Involvement counts: Family and community partnerships and mathematics achievement. The Journal of Educational Research, 98(4), 196-207.

Shi, Q., & Watkinson, J. (2019). English language learners and school belonging: Implications for school counselor practice. Professional School Counseling, 22(1b), 2156759X19834442.

Sikora, R. M. (2019). Teachers' social support, somatic complaints and academic motivation in children and early adolescents. Scandinavian Journal of Psychology, 60(2), 87-96.

Smetana, J. G. (2017). Current research on parenting styles, dimensions, and beliefs. Current Opinion in Psychology, 15, 19-25.

Smetana, J. G. (2017). Current research on parenting styles, dimensions, and beliefs. Current Opinion in Psychology, 15, 19-25.

Song, J., Bong, M., Lee, K., & Kim, S. I. (2015). Longitudinal investigation into the role of perceived social support in adolescents' academic motivation and achievement. Journal of Educational Psychology, 107(3), 821.

Starkey, P., & Klein, A. (2000). Fostering parental support for children's mathematical development: An intervention with Head Start families. Early Education and Development, 11(5), 659-680.

Stewart, D., & Sun, J. (2004). How can we build resilience in primary school aged children? The importance of social support from adults and peers in family, school and community settings. Asia Pacific Journal of Public Health, 16(1_suppl), 37-41.

Stumblingbear-Riddle, G., & Romans, J. S. (2012). Resilience among urban American Indian adolescents: exploration into the role of culture, self-esteem, subjective well-being, and social support. American Indian and Alaska Native Mental Health Research: The Journal of the National Center, 19(2), 1-19.

Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2004). The effective provision of pre-school education (EPPE) project technical paper 12: The final report-effective pre-school education

Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2008). Final report from the primary phase: Pre-school, school and family influences on children's development during Key Stage 2 (7-11).

Tamis-LeMonda, C. S., Luo, R., McFadden, K. E., Bandel, E. T., & Vallotton, C. (2019). Early home learning environment predicts children's 5th grade academic skills. Applied Developmental Science, 23(2), 153-169.

Torres, R. A. (2022). Mexican American Mother's Socialization of Prosocial Behavior and Emotion. University of California, Los Angeles.

Troesch, L. M., Keller, K., & Grob, A. (2016). Language competence and social preference in childhood. European Psychologist.

Tsai, K. M., Dahl, R. E., Irwin, M. R., Bower, J. E., McCreath, H., Seeman, T. E., ... & Fuligni, A. J. (2018). The roles of parental support and family stress in adolescent sleep. Child Development, 89(5), 1577-1588.

Wang, M. T., & Holcombe, R. (2010). Adolescents' perceptions of school environment, engagement, and academic achievement in middle school. American Educational Research Journal, 47(3), 633-662.

Wentzel, K. R., Battle, A., Russell, S. L., & Looney, L. B. (2010). Social supports from teachers and peers as predictors of academic and social motivation. Contemporary educational psychology, 35(3), 193-202.

Yamaoka, Y., & Bard, D. E. (2019). Positive parenting matters in the face of early adversity. American Journal of Preventive Medicine, 56(4), 530-539.

Zeman, J., Cassano, M., Perry-Parrish, C., & Stegall, S. (2006). Emotion regulation in children and adolescents. Journal of Developmental & Behavioral Pediatrics, 27(2), 155-168.