Current Psychology, cilt.43, sa.5, ss.3853-3865, 2024 (SSCI)
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.