This article proposes a rigorous conceptual and empirical framework for investigating the social-psychological readiness of male students for family life, a critical yet often under-researched transition in adult development. Moving beyond traditional descriptive approaches, this study treats family readiness as a complex, multidimensional construct. It integrates four core dimensions: (1) value-motivational orientation, focusing on the internal alignment with fatherhood and marital stability; (2) cognitive understanding, involving the internalization of evolving family roles and legal-ethical responsibilities; (3) emotional-volitional stability, emphasizing resilience and self-regulation during domestic conflict; and (4) communicative competence, defined as the capacity for non-violent, constructive dialogue within a partnership. The paper argues that successful family formation and long-term marital sustainability depend on the systematic identification of internal determinants—specifically the locus of control and gender-role attitudes—and the activation of external mechanisms, such as proactive social modeling and targeted psychological interventions. By employing a mixed-methods research design, the article outlines how universities can transition from implicit assumptions about student maturity to evidence-based assessments of psychological preparedness. The proposed model provides a diagnostic blueprint for developing specialized support programs aimed at reducing marital instability and enhancing the socio-psychological health of the modern family institution.