Measuring Academic Self-Regulated Learning in Romanian University Students: Adaptation and Validation of a Short Version of ASLQ

The present study aimed to develop and validate the short version of the Academic Self-Regulated Learning Questionnaire (ASLQ) in a sample of 432 Romanian university students. Confirmatory factor analysis (CFA) supported a three-factor model—forethought, performance control, and self-reflection—that aligns with the theoretical framework of self-regulated learning. The short version demonstrated good internal consistency, and subscale intercorrelations indicated strong internal structure. Convergent validity was assessed using the Academic Self-Regulation Scale (A-SRL-S) and the Motivated Strategies for Learning Questionnaire (MSLQ). The ASLQ subscales correlated significantly and positively with related subscales assessing Memory Strategy from the A-SRL-S, Self-Efficacy, and Cognitive Strategy Use from the MSLQ. Moreover, the total ASLQ score showed strong correlations with both A-SRL-S and MSLQ, supporting the convergent validity of the ASLQ short form. These findings suggest that the adapted short version of the ASLQ is a reliable and valid tool for assessing self-regulated learning among students.