The present study aimed to translate, adapt and validate the Chinese version of the Regulation of Learning Questionnaire (RLQ) to assess students’ regulation of learning within the Chinese educational context. A total of 600 college students from China participated in the study. The psychometric properties of the Chinese RLQ were examined through experts’ evaluation, reliability testing, and confirmatory factor analysis (CFA). The results showed that content validity was observed with S-CVI value of 0.93; the Chinese RLQ had excellent internal consistency, with Cronbach’s ? coefficients of 0.97 (N=47). CFA supported the hypothesized factor structure, with acceptable model fit indices (?^2/df = 1.452; RMR = 0.100; GFI = 0.906; NFI = 0.923; CFI = 0.975; RMSEA = 0.028). Evidence for convergent and discriminant validity was also obtained, which indicated the acceptable construct validity. These findings suggested that the Chinese RLQ is a reliable and valid instrument for assessing students’ regulation of learning in Chinese higher education. The questionnaire provides researchers and educators with a useful tool for understanding and promoting effective learning strategies. Future studies are encouraged to further explore the RLQ’s applicability across different populations.
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