THE RELATIONS BETWEEN FAMILY CONTEXTUAL FACTORS ANDACADEMIC ACHIEVEMENT: SECOND-ORDER META-ANALYSIS

The present study is an attempt to give a holistic and bigger picture of the relations between family contextual factors and academic achievement by employing second-order meta-analysis to synthesize results from first-order meta-analyses. Thirteen first-order meta-analyses included in this study re...

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Bibliographic Details
Published inResearch in Pedagogy Vol. 13; no. 2; pp. 351 - 364
Main Authors Selvitopu, Abdullah, Kaya, Metin
Format Journal Article
LanguageEnglish
Published Preschool Teacher Training College "Mihailo Palov" 01.12.2023
Visoka škola strukovnih studija za vaspitače "Mihailo Palov"
Subjects
academic achievement
Education
family contextual factors
parental behaviors
second-order meta-analysis
socioeconomic status
parental behaviors
academic achievement
socioeconomic status
secondorder metaanalysis
family contextual factors
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ISSN2217-7337
2217-7337
DOI10.5937/IstrPed2302351S

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Summary:The present study is an attempt to give a holistic and bigger picture of the relations between family contextual factors and academic achievement by employing second-order meta-analysis to synthesize results from first-order meta-analyses. Thirteen first-order meta-analyses included in this study represent more than one thousand culturally diverse studies and cover 70 years of scholarship from 1950 to 2020. The findings revealed that the strength of the relationship between family contextual factors and achievement was at a medium level. The moderator analyses showed that family SES represented a stronger relationship with student achievement than parental behaviors such as parental involvement or expectations. We found no significant differences among other moderators, such as the academic subject domain, culture, quality assessment, report types, and year range.
ISSN:2217-7337
2217-7337
DOI:10.5937/IstrPed2302351S