Introduction:

Self-regulated Learning (SRL) consider the use of processing sequences or activities that facilItate the acquisition, processing and use of information, which have been strongly linked as predictors of academic performance (Dent & Koenka, 2016, Boruchovitch & Santos, 2015). Although several test have been developed to assess SRL in higher education, it is necessary to design questionnaires for high school students covering the predictors considered.

Objective:

Perform analysis of parameters of an item bank, as well as reliability and validity to build the Ortiz-Saavedra Self-regulation strategies scale (SRSS) for high school students.

Method:

Prospective study and psychometric validation of an item bank with a cohort of 734 high school students of both sexes between 15 and 19 years old. Content validation was performed, as well as psychometric validation through Structural Equation Modeling and Item Response Theory, to integrate the SRSS.

Results:

The factor structure and psychometric properties of the SRSS were validated to ensure the stability and precision of the measurements for the hypothesized dimensions (α= .92; CFI= .98; IFI= .98.; RMSEA= .048 e IC RMSEA= 0.0370.058).

Conclusions:

This study allowed to validate the theoretical development and psychometric properties of the Self-Regulation Strategies Scale for high school students of Mexico City. In addition, it allowed to discuss theoretical aspects, such as the importance of personal and contextual characteristics in which the individual develops his learning experiences; as well as methodological aspects in the evaluation of self-regulated learning, such as the use of standardized scores, which allow identifying different levels of self-regulation.

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