Introduction: Students' goal orientation may be influenced by the behaviours that make up parents' educational styles, among other factors. According to previous research, the dimensions of maternal behaviour have more influence on adolescents than paternal dimensions. Consequently, the aims of this study were: (1) to categorise maternal behaviours as perceived by students in compulsory secondary education (ESO); and (2) to explore the impact of maternal behaviours on their children's orientation towards academic goals. Method: The participants in this study comprised 255 students in the 4th year of compulsory secondary education (ESO), aged between 14 and 18 years old, from A Coruña, Spain. The Spanish version of the "Children's Report of Parental Behaviour Inventory" (CRPBI) was used to study perceived maternal behaviours, and the "Academic Goals Questionnaire" was used to establish the participants' orientation towards academic goals. Results: Factorial analysis of the responses to the CRPBI differentiated 7 dimensions of maternal behaviour. Maternal behaviours categorised as approval and support, and overprotectiveness were positively related to children's orientation towards learning goals. The dimension of approval and support also contributed to the explanation of performance-approach goals while the use of punishment contributed to the adoption of performance-avoidance goals. Maternal behaviours identified as control/possessiveness and neglect/permissiveness were positively related to performance goal orientation. Discussion or Conclusion: The results of this study highlight the importance of perceived maternal behaviours in the choice of learning-oriented and performance-approach goals. Behaviours such as approval and support should be promoted to encourage secondary education students' orientation towards these types of academic goals.