This study sought to examine the structural relationships of parents' level of education and their goal orientation with motivation, self-concept and academic self-efficacy of adolescent female students. A number of 601 female 10th graders responded to the research instruments, including the Students Perception of Parents Goal Orientation Questionnaire (Hruda & Midgley, 1997), Motivated Strategies for Learning Questionnaire (Pintrich & Garcia, 1991) and Self-Regulated Learning Questionnaire (Artelt et al., 2003). Students also reported their parents' level of education. Structural relationships of research variables showed that parents' education has a negative impact on children's intrinsic motivation, however, it does not play a significant role in shaping students' extrinsic motivation. Parents' education has a direct and positive role in children's academic self-efficacy, control expectations and verbal self-concept. Parents' performance orientation showed a positive and direct effect on students' extrinsic motivation, but it does not play a significant role in their intrinsic motivation. Parents' performance orientation mediated by extrinsic motivation positively affects children's academic self-efficacy and academic self-concept. Parents' mastery orientation has a positive and direct effect on forming children's intrinsic motivation; nevertheless, it shows a negative relationship with their extrinsic motivation. Parents' mastery orientation also has a negative effect on students' academic self-efficacy and control expectations. Parents' mastery orientation mediated by intrinsic motivation has a positive impact on all dependent variables and hence, will bring about more adaptive results in the educational environment.