<p>Self-regulated learning (SRL) theory stresses the importance of (meta)cognition, motivation, and emotions in learning. The notion of metamotivation has been proposed to describe the monitoring and control of motivation. It extends SRL theory because it represents the equivalent of metacognition in relation to motivation. The aim of this article is to discuss how metamotivation can be included into the Metacognitive and Affective model of SRL (MASRL) (Efklides, 2011). We propose that metamotivation takes three forms: metamotivational knowledge, metamotivational experiences, and motivation regulation strategies. Metamotivational knowledge represents a relatively stable person characteristic. Metamotivational experiences, along with metacognitive experiences and emotions, are manifestations of the person’s subjective experiences, which are specific to task processing as it takes place. Metamotivational experiences may overlap or interact with metacognitive experiences or emotions. Thus, they may trigger control decisions that are specific to motivation (e.g., use of motivation regulation strategies) or cross over to metacognition. The implications of the proposed conceptualization of metamotivation for both theory development and educational practice are discussed.</p>