It has long been argued that the impact of parenting styles on student's learning motivation and self-regulated learning is substantial. As such, the present study attempts to establish a structural model containing the constructs of parenting styles (authoritative, authoritarian, permissive, warmth, control, guan), learning motivation (intrinsic motivation-to know, -toward accomplishment, -to experience stimuli; extrinsic motivation-introjected, -identified, -external regulation; amotivation), and self-regulated learning strategies (memory, goal setting, self-evaluation, seeking assistance, environmental structuring, learning responsibility, organizing). It is hypothesized that there are significant relationships among parenting styles, learning motivation and self-regulated learning strategies. Parenting styles, with either Western or Asian values, will predict learning motivation and subsequently self-regulated learning strategies. Two hundred and ten Hong Kong university students are invited to participate in the present research. Four adapted questionnaires on Western and Asian parenting styles, learning motivation and self-regulated learning strategies were administered to the participants. Findings showed that parenting styles are significantly associated with learning motivation, while learning motivations are significantly associated with self-regulated learning. There is an indirect effect of parenting styles on students' self-regulated learning through the mediating effect of learning motivation. For the permissive parenting style, which is comparatively prevalent within western countries, it has positive and significant effects on all orientations of learning motivation except amotivation, where it induces negative and significant affect. Meanwhile, parenting styles connecting with Asian values, "guan" parenting style has positive and significant effects on those orientations of learning motivation except extrinsic motivation-external regulation as well as amotivation. Besides, learning motivation has positive and significant effects on self-regulated learning strategies. Considerably, a structural model involving interrelationship among parenting styles, learning motivation and self-regulated learning could be attained with empirical support. The main theoretical contribution for the present study is its ability to confirm and establish a structural model comprising Hong Kong (a cosmopolitan city) parenting styles, learning motivation and self-regulated learning, and such relationship may not have been examined before. It also provides practical implications to not only parents, but also educators and other authority figures, to fully aware the importance of parenting education, and its significant impact on student's learning motivation and self-regulated learning strategies, such that suitable programmes could be implemented and launched to enhance student's self-regulated learning behaviors as well as their academic performance.