<p>The present research explores whether the relationship between parental behavioral control and student’s motivation differs based on whether the control is exerted on higher-order goals (e.g., career decision-making) or lower-order goals (e.g., daily homework). Drawing from prior research indicating the significance of autonomy support, particularly for meaningful tasks, we hypothesized that parental behavioral control on higher-order goals would show a more pronounced negative association with student’s academic and career motivation compared to parental behavioral control on lower-order goals related to weekly academic goals and homework. Two studies, utilizing samples from diverse cultures and age groups, specifically, U.S. college students (Study 1: <i>n</i> = 148) and South Korean middle school students (Study 2: <i>n</i> = 6,908), substantiated this hypothesis. Results from two studies confirmed that parental behavioral control on higher-order goals had a more substantial negative association with student’s academic and career motivation, including intrinsic motivation and competence beliefs, compared to parental control on lower-order goals. These findings underscore the importance of fostering autonomy in students, particularly concerning their higher-order goals such as career decision-making.</p>