The relationship between parenting styles and learning motivation among high school students

Abstract

This study examines the relationship between parental parenting styles and high school students’ learning motivation within the Vietnamese context. Findings indicate that students’ learning motivation is shaped by a combination of intrinsic and extrinsic factors, reflecting a performance-oriented school environment while maintaining an underlying curiosity for knowledge. Parental autonomy support, warmth, and involvement were found to have positive effects on intrinsic motivation and help reduce amotivation. Notably, mothers play a stronger role in fostering learning interest, whereas fathers serve a protective function, reinforcing academic values. The study emphasizes that a democratic parenting style, which balances clear expectations with respect for autonomy, is essential for nurturing sustainable learning motivation. It provides implications for parents and schools to support the balanced development of students’ motivational orientations jointly.