Deepika Nambiar - Department of Clinical Psychology, Abhayahasta Multispecialty Hospital, Bangalore, India
Johnson Alex - Department of Clinical Psychology, JS Care and Science, Cochin, India
Dan Pothiyil - 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 ۱۰۳۲ college students aged between ۱۷ and ۲۵ years (Mean ۱۹.۸۶ and SD ± ۱.۷۳) and consisted of ۳۶ items. Results: The developed scale has excellent internal consistency with a content validity index of ۰.۸۸, Cronbach’s Alpha ۰.۹۰ and test-retest reliability of ۰.۹۶. The internal consistency across domains was: forethought (۰.۷۰), performance control (۰.۸۲) and self- reflection (۰.۷۵). 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.

academic self-regulation, Learning, Validity, Reliability, Psychometric properties, college students