本研究探討孝道及家長的參與對學生學習行為（包括學習動機和缺乏學習動機）的影響。本研究把家長的參與界定為：在學生眼中父母對自己的期望，對教育的價值觀，以及給予自己的回饋。研究數據來自299份學生問卷。填寫問卷的是香港三所中學（一所全男校，兩所男女校）的中二、中四及中六學生。這三所學校所處地區及其學生成績組別都不同。研究發現，孝道和父母對教育的價值觀為學生的學習動機帶來正面影響。另一方面，父母的期望過高，父母對子女的回饋不足，學生對父母的關懷不夠，以及母親的教育水平這四項，均與學生缺乏學習動機有關。就孝道而言，本研究分析出孝道可包含四種因素，其中「自我犧牲形式的服從」能提升學習動機；但若學生對父母缺乏關懷或關懷不足，則會降低他們的學習動機。

The present study examined the predictive value of filial piety and parental involvement with respect to students’ academic behavior — orientation of achievement motivation and amotivation. Parental involvement was defined as the parents’ expectation, value on education and feedback perceived by the students. This study was conducted in Hong Kong by gathering data from a questionnaire survey at three secondary schools, one all-male and two co-educational schools, across three school bandings (academic standards) and at different school districts. The final sample size was 299. Participants were from Form 2, Form 4, and Form 6. Results showed a positive and significant contribution from filial piety and parental value on education in academic achievement motivation. However, a perceived high parental expectation and insufficient parental feedback on performance, along with less caring for parents and mothers with lower educational level contributed significantly to students’ academic amotivation. Rather than understanding filial piety as a general concept, we conducted a principal component analysis of filial piety and four factors were extracted. Of the four factors, the models in this article singled out “self-sacrificing obedience” as a motivating factor, whereas absence of or insufficient caring for one’s parents appeared to be a factor that discourages academic achievement.