Studying with digital media, learners often struggle because of inadequate self-regulation. Previous research presented clear evidence of metacognitive prompts being effective in supporting learning with digital media. This study examines the potential of motivational regulation prompts, which are assumed to additionally support self-regulated learning. During a 50-minute learning session in a digital media learning environment, 215 university students received either no prompts, only metacognitive prompts, only motivational regulation prompts, or both types of prompts. Task value, metacognitive control, task-related learning activities, and knowledge were assessed at a pretest, posttest, and follow-up. The results replicated known positive effects of metacognitive prompts and revealed additional supportive effects of motivational regulation prompts on all dependent variables. Path modeling of the experimentally induced changes was in line with a theoretical model specifying proximal and distal effects of both prompts. Altogether, this indicates that especially motivational regulation prompts could be an effective scaffold to support SRL with digital media.