Present study, was conducted to explore the impact of parenting on self-regulated learning with mediating effect for learning motivation. The sample of the study consisted of 210 students which was conveniently sampled from universities in Hong Kong. Designed Questionnaire was used to collect the data. Confirmatory factor analysis was conducted to evaluate the construct validity of the questionnaires, whereas reliability was indicated by Cronbach's alpha. Path analysis and structural equation modeling was conducted as well to investigate the relationship between parenting styles, learning motivation and self-regulated learning of the samples, and also examine the mediating effect of learning motivation. It is found that parenting styles are significantly associated with learning motivation, while learning motivation are significantly associated with self-regulated learning. There is an indirect effect of parenting styles on students' self-regulated learning through learning motivation. Results of structure equation modeling reveal that the proposed model fit the data well: X[superscript 2](168) = 466.90, X[superscript 2]/df =2.78, RMSEA = 0.09, CFI = 0.91, GFI = 0.83. And permissive and "Guan" parenting showed an obvious impact on learning motivation and in turn affect student's self-regulated learning. Since the study was adopted in Hong Kong only, it may have limitation in generalization of result to Asian Countries, and be less effective for external validation. The main contribution for the present study, however, attempts to confirm the conformation of Hong Kong parenting styles as a cosmopolitan city and its association with learning motivation and self-regulated learning, and such relationship may not have been examined before. It also provides practical implications to Hong Kong parents to fully aware the importance of complex structural relationships among learning strategies among parenting, learning motivation and self-regulated learning, such that children could be implemented to enhance self-regulated learning behaviors and academic performance.