["Family Relations, EarlyView. ", "\nAbstract\n\nObjective\nThis study examined the direct and indirect associations between parental factors and adolescents’ academic success in Türkiye and Sweden.\n\n\nBackground\nParental beliefs, expectations, and involvement are key contributors to adolescents’ academic development. However, the mechanisms through which these factors operate may differ across cultural and structural environments. A cross‐cultural examination can clarify both universal and context‐specific pathways.\n\n\nMethod\nParticipants were 307 Turkish and 302 Swedish parents of adolescents. Parents reported on their educational expectations, attributional beliefs regarding their children's academic success and failure, and home‐based involvement in learning. Academic success was assessed with previous end‐of‐year grades standardized across national grading systems. Measurement invariance testing supported comparability of both scales. Multigroup structural equation modeling was used to examine predictive pathways involving parental education, expectations, income, involvement, and attribution patterns.\n\n\nResults\nAcross both countries, parental education, expectations, and home‐based involvement were positively associated with academic success. Cultural variation also emerged. In Türkiye, parental involvement, attributions for success, and family income significantly predicted achievement, reflecting performance‐oriented norms and the role of socioeconomic resources. In Sweden, parental expectations and educational attainment were the strongest predictors, whereas attributions for failure were negatively associated with achievement, aligning with autonomy‐supportive and egalitarian parenting values.\n\n\nConclusion\nFindings highlight both shared and culturally specific associational pathways linking parental beliefs and behaviors to adolescents’ academic success.\n\n\nImplications and Recommendations\nFamily‐focused interventions should be culturally responsive. Addressing socioeconomic barriers in Türkiye and strengthening communication around expectations in Sweden may support more equitable academic outcomes.\n\n"]