Family has a profound effect on a child's behavior and development. Everything a child knows when he goes to school, he learned or heard from his parents. Parental behavior can improve or worsen a child's view of the world. The aim of this paper is to examine the relationship between the perception of parental behavior, the motivation to learn and the fear of examination. The study used the Learning Motivation Questionnaire, the Parental Behavior Perception Scale and the Children's Fear of School Questionnaire. Forty-five pupils participated in the study. The number of boys is 26 (58%) and the number of girls is 19 (42%). The largest number of pupils 60% are aged 10, 24% of pupils are aged 9 and 16% of pupils are aged 11. Participants as a group describe high acceptance from both father and mother and to a much lesser extent rejection. There is a relatively high intrinsic motivation to learn, as well as the teacher and the grades as incentives. There is a significant negative correlation between paternal and maternal acceptance and variable parenting as an incentive to learn. The results of the research show that fear of being questioned is positively correlated only with the perception of the father's behavior as controlling. The perception of the father as controlling is highly negatively associated with acceptance by the father. Motivation for learning, in which the main factor is the parent as an incentive, is significantly associated with control by the mother and by the father. The perception of the father as controlling and the mother as rejecting is significantly negatively associated with intrinsic motivation. The more intrinsically motivated pupils are, the less fear they show about school and exams.