This master paper deals with the problem if there is any coherence between parenting positions and schoolchildren’s learning motives and motivation. The tasks of the investigation were: 1) to ascertain the level of schoolchildren learning motivation and prevailing learning motives; 2) to compare the level of learning motivation and learning motives between girls and boys; 3) to ascertain prevailing parenting positions and 4) to ascertain connections between schoolchildren learning motives, learning motivation and parenting positions. Methods of the research: studying and analyzing sociological, psychological and pedagogical literature, forming, statistical methods. Learning motives scale (Zambacevičienė, Janulytė, 1998; Pileckaitė-Markovienė, 2001), learning motivation form (Елисеев, 2000) and parenting position form (Немов, 2000) were used as evaluation tools. 204 children (104 girls and 100 boys) from third and fourth grade and their parents were investigated by these methods. The results of the research showed, that inner learning motives (N=191), social recognition motives (N=186) and negative stimulation motives (N=164) are important for the most part of children, and they are more important for girls then boys. It was found, that girls learning motivation level (x=3.605, σ=1.046) is higher than boys (x=3.150, σ=1.166), and difference between girls and boys learning motivation level is statistical significant and substantial (t=2.933, p=0.004). It was found, that most... [to full text]