Villar García, EvaMayo Pais, María EmmaMartínez López, ZeltiaTinajero Vacas, Carolina2024-08-092024-08-092024Learning and Individual Differences Volume 113 , July 2024, 1024801041-6080http://hdl.handle.net/10347/34646The regulation of motivation is considered a key aspect of self-regulated learning (SRL) as it is presumed that maintaining an adequate level of motivation is essential for engagement, effort and persistence in academic tasks. In this review, we aimed to improve our understanding of motivational regulation strategies, their supposed antecedents and the educational implications. A search was conducted in Web of Science, Scopus, PsycInfo, and ERIC databases. Of 4027 records identified, 64 (75 studies) were deemed eligible after inclusion and exclusion criteria were applied and studies with low methodological quality were discarded. Data on 18 different motivational regulation strategies were available. Extrinsic/controlling types of strategies were reported to be used more frequently than intrinsic/autonomous strategies. Motivational regulation strategies were significantly associated with metamotivational beliefs, academic skills and adjustment. Available evidence supports assumptions of theoretical models on antecedents and academic implications of motivational self-regulation.engAttribution-NonCommercial-NoDerivatives 4.0 Internacional© 2024 The Authors. Published by Elsevier Inc. This is an open access article under the CC BY-NC-ND licensehttp://creativecommons.org/licenses/by-nc-nd/4.0/Motivational regulationSelf-regulated learningMotivational regulation strategiesLearning strategiesjournal article10.1016/j.lindif.2024.102480open access