Background: The development of learning attitudes during middle school transition and adaptation is critical, as shown by Self-Determination Theory (SDT). However, the development of adolescents' learning attitudes throughout middle school and the impact of parenting styles on this development remains largely unexplored. Objective: This research aimed to examine the development of adolescents' learning attitudes in South Korean middle school students, and the role of parenting styles in shaping these attitudes, applying the Self-Determination Theory framework and using longitudinal data. Method: Data was sourced from the Korea Children and Youth Panel Survey 2018 (KCYPS 2018), involving a national sample of 2,590 7th grade students. A Latent Transition Analysis (LTA) was employed to determine developmental trajectories and assess the impact of parenting styles on latent profile memberships, taking into account other covariates. Results: The analysis revealed three latent learning attitude profiles: Helpless, General, and Engaged. It showed a general tendency for learning attitude profiles to regress towards the General profile over time, but also a likelihood of consolidation. Significantly, autonomy-supportive and coercive parenting styles had a substantial influence on profile membership probabilities, though their effects varied in nuances. Conclusions: The findings indicate that while the autonomy-supportive parenting style fosters General or Engaged profiles among middle school students, curbing coercive parenting styles is necessary for developing the Engaged profile. In light of the timing and learning attitude profile, personalized and specific interventions in family and educational contexts are recommended.