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This study offers a comprehensive literature review, encompassing both domestic and international research from the past fifteen years, to synthesize existing knowledge in the domains of parenting styles, self-efficacy, academic performance, and learning motivation. The paper meticulously organizes and explicates the operational definitions of these key variables and outlines the prevalent methodologies employed for their measurement. Furthermore, the review delineates the nuanced relationships and impacts that parenting styles and self-efficacy exert on academic performance and learning motivation. Through rigorous analysis, the study aims to serve as an indispensable foundation for future empirical inquiries in these interdisciplinary fields. Moreover, the findings are envisaged to furnish educational practitioners with empirically-grounded strategies for enhancing student outcomes. The synthesis thereby not only contributes to the theoretical underpinnings of these constructs but also possesses significant implications for educational policy and practice. It seeks to fill gaps in the existing literature by highlighting areas where further research could provide deeper understanding and practical applications for educational stakeholders. Overall, this study is intended to be a valuable resource for researchers, educators, and policymakers interested in the complex interplay between parenting styles, self-efficacy, and their subsequent effects on academic performance and motivation.
X. Q. Hao (Sat,) studied this question.