The Self-Regulation Questionnaire (SRQ) has been used in psychology research during the last decade. The
instrument has been used in a variety of life domains: psychological well-being, dispositional happiness, depressive
symptoms and career adaptability. This investigation studies the factor structure and internal consistency of the SRQ,
extracting a short version in the Spanish context and examining its relation to academic variables (self-regulated learning
and grades). The analysis started from a version with 63 items, representing seven conceptual dimensions. This version
was administered to a sample of 834 students from Education and Psychology. The data from the above-mentioned
sample were randomly divided into two sets, each containing 50% of the students (n = 417): exploratory and confirmatory.
In the exploratory sample, exploratory factor analysis findings suggested a more parsimonious measurement
model, with 17 items and 4 first-order factors. The confirmatory sample was used in the confirmatory factor analysis.
The results show evidence for the internal consistency of the Short Self-Regulation Questionnaire (SSRQ) in the Spanish
context, with indices greater than .90 and errors around .05. Regarding academic variables, both versions are related to
self-regulated learning (r = .40, p < .01) and students¿ grades (r = .15, p < .01). Differences from other studies done in
North America are discussed, as well as similarities to a study from North-West University (in South Africa).