Kaya, MetinSelvitopu, Abdullah2024-01-222024-01-2220231046-13101936-4733https://doi.org/10.1007/s12144-023-05046-6https://hdl.handle.net/11492/7843The 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.enFamily contextual factorsImmigrant studentsAcademic achievementSocioeconomic statusMeta-analysisArticleinfo:eu-repo/semantics/closedAccess2-s2.0-85168367898WOS:00105431720000110.1007/s12144-023-05046-6Q2Q2