development and validation of academic self-regulated learning questionnaire (aslq)

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.