Development and Validation of Academic Self-regulated Learning Questionnaire (ASLQ)

Document Type : Original Article


1 Department of Clinical Psychology, Abhayahasta Multispecialty Hospital, Bangalore, India

2 Department of Clinical Psychology, JS Care and Science, Cochin, India

3 Department of Clinical Psychology, Manipal Academy of Higher Education, Manipal, India



Introduction: Academic self-directed learning is a proactive process where students monitor, regulate and control their thoughts, behavior and motivation to accelerate the process of effective learning. The present study aimed to build a reliable and valid tool that measures academic self- regulated learning in young adults in India.
Method: The study used a cross- sectional design. Content validity index, inter- item correlation, interclass correlation coefficient, cronbach’s alpha and person’s correlation were the statistical tools used for establishing various measures of validity and reliability. Manipal Learning Strategy Inventory and Academic Self- Regulated Learning Scale (ASLS) were used to establish concurrent validity. Academic Self- Regulated Learning Questionnaire (ASLQ) was standardized on a sample of 1032 college students aged between 17 and 25 years (Mean 19.86 and SD ± 1.73) and consisted of 36 items.
Results: The developed scale has excellent internal consistency with a content validity index of 0.88, Cronbach’s Alpha 0.90 and test-retest reliability of 0.96. The internal consistency across domains was: forethought (0.70), performance control (0.82) and self- reflection (0.75).
Conclusion: The findings of the present study show that the ASLQ is a proper instrument for the estimation of self -regulated learning abilities of undergrads.


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