Introduction: The self-regulation of motivation (SRM) is conceptualized as a meta-motivational process that guides students' efforts and persistence when performing tasks. This process regulates students' behavior through strategies that are influenced by motivational beliefs. SRM allows students to motivate themselves and guides their behavior. Method: In this article we aim to analyze and identify factors that may contribute to students´ motivation to learn. The Self-Regulation of Motivation for Learning Scales (SRMLS) is an inventory developed to assess the SRM process in two major dimensions: motivational beliefs and SRM strategies. In order to achieve our goals 550 students from 7th to 9th grades responded to SRMLS. Results: Self-efficacy expectations, task value and achievement goals are good predictors of self-regulation of motivation strategies. Conclusion: Results suggest that self-efficacy expectations, task value and achievement goals may be important in promoting student´s regulation of motivation for learning. Also, data analyses support the Self-Regulation of Motivation for Learning Scales' construct and concurrent validities for use with this population. Future implications for research and education are discussed.