The purpose of this article is threefold. 1. To present a conceptual understanding of regulation of motivation highlighting three core facets. 2. To review prior empirical work documenting the regulation of motivation across contexts. and 3. To discuss social influences on the development of regulation of motivation that include modeling, scaffolding, direct instruction, and sociocultural processes. The article concludes that it is argued that motivational regulation is a critical aspect of self-regulated learning that must be studied more thoroughly.