The nature of the links between students' motivation and their perception of parental concern about school performance is still controversial, and whether these links affect long-term self-directed learning behaviors and academic performance remains unclear. We tested the reciprocal associations between parental concern about performance and students' school motivation over a 3-year period and examined whether these associations predict later self-directed learning behaviors and academic performance. From grade 6 to secondary 2,744 students (52.2% girls) completed an annual survey measuring their perception of parental concern about performance and their school motivation. In secondary 3 they reported their academic performance, while teachers rated their self-directed learning behaviors. Results show reciprocal associations of parental concern about performance and school motivation over the 3-year period, and this transactional model predicts students' self-directed learning behaviors and performance 1 year later. The discussion highlights the important role of parents in promoting the motivation needed for students to become self-directed learners.