This study intends to inspect the relationship between e-learner's Self Efficacy of Learning Management System (SELMS) usage and Motivational Regulation Strategies (MRSs) which are Interest Enhanced Strategies (IES) And Goal-Oriented Strategies (GOS). Moreover, the moderating impact of academic level was also investigated. A total of 119 e-learners who were enrolled in online courses took part in the study. Data was evaluated by using SPSS. The findings demonstrate that the e-learners use different motivational regulation strategies depending upon their level of self-efficacy in LMS usage. Their academic level does not matter since it does not moderate the motivation regulation strategies. Results designate that SELMS usage is significantly and positively associated with elearners' motivation regulation strategies. It is also found that the academic level of e-learners does not moderate the relationship between predictor and outcome variables. It only moderates the association of SELMS usage and performance approach self-talk strategies. Consequently, the results endow the e-educators and instructional designers with hands-on recommendations on how to upkeep students' motivational requirements and additionally endorse their use of SELMS in e-education programs in higher education.