Abstract: Learning motivation has an important influence on College students' English autonomous learning, and the motivational regulation strategies can help students to improve their motivation level. This study aims to explore the effects of three motivational beliefs (self-efficacy, mastery goal orientation and task value) on non-English majors' use of motivational regulation strategies by establishing a structural equation model. The results of the survey show that (1) three motivational beliefs, self-efficacy, mastery goal orientation and task value correlate positively and significantly with each other; (2) all of them have positive effects on the use of motivational regulation strategies; (3)self-efficacy has the largest direct and positive effects, mastery goal orientation's effects are the second, and task values are the third.