This study expands the scope of cognitive evaluation theory (CET) with flow theory by providing a potential explanation for the missing link between motivation and motivational outcomes of students in visual programming learning. It aims to investigate how parental roles impact young students' flow experience in learning from the parents' point of view. Parents were asked to complete an online observation survey for evaluating their children's (aged 6-12) learning during a 2-day coding fair. In total, 1,196 parents completed the survey. We conducted multigroup structural equation modelling (MGSEM) for hypothesis testing. Specifically, mediation analysis was conducted for the relationships between parents' perception and support and students' flow experience through the mediating role of students' learning motivation. We also explored if the hypothesised relationships were different among high versus low creative students. Results revealed that parents' perceived usefulness and parental support can effectively foster students' learning motivation, which leads to students' flow experience in visual programming learning. The impact of parents' perceived usefulness on students' learning motivation was particularly more salient in the low creative student group (vs. high creative student group). The findings suggested that schools should encourage stronger parent-children relationships, such that parents can be more actively involved in students' learning.