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The roles of family contextual factors on immigrant students’ academic achievement: a meta-analysis

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Abstract

The main purpose of this meta-analytical work is to examine the roles of family contextual factors on immigrant students’ academic achievement. We performed a search of independent studies providing results from a wide range of data that examine relations between family contextual factors and academic achievement. After the study selection and coding process, we included 31 primary studies in this meta-analysis. Our findings revealed that family contextual factors such as the SES of immigrant parents, family acculturation, parental expectations, and home-based parental involvement have small but significant effects on immigrant students’ achievement. We did not find any significant effects of school-based parental involvement and family relations on student achievement. We discussed the impacts of significant variables and provided implications for further research.

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  1. Department of Educational Sciences, Istnabul Medipol University, Istanbul, Turkey

    Metin Kaya

  2. Department of Educational Sciences, Karamanoğlu Mehmetbey University, Karaman, Turkey

    Abdullah Selvitopu

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  1. Metin Kaya
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Kaya, M., Selvitopu, A. The roles of family contextual factors on immigrant students’ academic achievement: a meta-analysis. Curr Psychol 43, 3853–3865 (2024). https://doi.org/10.1007/s12144-023-05046-6

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