Learners’ attempts to regulate their own motivation for studying in the face of tedious or difficult tasks is an important aspect of self-regulated learning. Therefore, motivation regulation has received increasing attention over the past few years, resulting in numerous publications using different definitions of the construct, samples, operationalizations, and research designs. The aim of this systematic review is to present an interactive evidence and gap map synthesizing current research with respect to what we know about motivation regulation, what the sources (e.g., samples, research methods, operationalizations) of this knowledge are, and which aspects proposed by theoretical models of motivation regulation remain understudied. Based on a systematic literature search, N = 289 studies were included. Approximately three quarters of the studies examined motivation regulation of university students, used cross-sectional study designs, and self-report questionnaires. Achievement, effort-related variables, (meta-)cognitive learning strategies, and goal orientations were the most frequently reported correlates of motivation regulation. Motivation regulation was examined mainly for learning in general, but also in more specific contexts, such as digital or foreign language learning. The maps’ gaps reveal that we still know little about motivation regulation in pre- and primary school children and its development across school years. Furthermore, despite the conceptualization of self-regulation as a context dependent construct, contextual characteristics have received little attention. These and other gaps are discussed, including suggestions for advancing theoretical models of motivation regulation. The structured maps enable quick overviews of evidence (gaps), aiding a rapid, strategic development of future research questions and potential meta-analyses.

学习者在面对乏味或困难的任务时尝试调节自己的学习动机是自我调节学习的一个重要方面。因此，动机调节在过去几年中受到越来越多的关注，导致许多出版物使用结构、样本、作化和研究设计的不同定义。本系统综述的目的是提供一个交互式证据和差距图，综合当前研究，包括我们对动机调节的了解、这些知识的来源（例如，样本、研究方法、作化）是什么，以及动机调节理论模型提出的哪些方面仍未得到充分研究。基于系统的文献检索，纳入 N = 289 项研究。大约四分之三的研究检查了大学生的动机调节，使用了横断面研究设计和自我报告问卷。成就、努力相关变量、（元）认知学习策略和目标导向是动机调节最常报告的相关性。动机调节主要针对一般学习进行检查，但也针对更具体的情况进行检查，例如数字或外语学习。这些地图的差距表明，我们对学前和小学儿童的动机调节及其在整个学年的发展仍然知之甚少。此外，尽管自我调节被概念化为一种依赖于环境的结构，但环境特征很少受到关注。讨论了这些和其他差距，包括推进动机调节理论模型的建议。 结构化地图能够快速概述证据（差距），有助于快速、战略性地开发未来的研究问题和潜在的荟萃分析。