“…Motivation plays an important role in science students' reading by determining the extent to which students engage with science texts and persevere in applying effort, without aborting, until successfully completing the texts' accompanying reading comprehension tasks (see review by Morgan and Fuchs, 2007). Thus, when facing a reading task, students must not only attain knowledge about reading comprehension strategies such as locating ideas in text and processing and integrating information-namely, cognitive self-regulation skills-but also must attain knowledge about how and when to apply these different cognitive strategies-namely, metacognitive self-regulation skills (e.g., Schreiber, 2005;Roebers, 2017;Jian, 2018;Pamungkas et al, 2018;Farhana et al, 2020). Students must also acquire explicit strategies for self-regulating their own motivation-deciding how to approach the knowledge acquisition process and how much effort to invest-to cope with what may be a cognitively, emotionally, and temporally demanding task (e.g., McClelland et al, 2007;Guthrie and Coddington, 2009;Kelley and Decker, 2009;Logan et al, 2011;Skibbe et al, 2011;Liew et al, 2019;Li et al, 2020).…”