| Summary: | Self-regulation involves students´ awareness and control of their cognitive and metacognitive processes, as well as of their motivation, emotions, and behavior. Although the theme of self-regulated learning has attracted the interest of Brazilian researchers, the production of knowledge and its necessary application in the educational context is still incipient. The concern with developing and using more valid and reliable instruments for measurement of the variables associated to self-regulated learning in a more integrated way has also been a recent issue in Brazil. Thus, the present study is part of a larger interinstitutional cooperation research, funded by the National Council for Scientific and Technological Development (CNPq), which seeks to understand the cognitive, metacognitive, affective and motivational factors associated with academic success in university. Its objective is to report the methodological procedures related to the translation of the Learning and Study Strategies Inventory (LASSI), the version for college students (3rd edition) developed by Weinstein, Palmer and Acee (2016), as a first step for future validation studies for its use in the Brazilian context. The aim is to contribute to the advancement of knowledge on the measurement of psychological variables associated with learning and academic success in a more integrated, valid and reliable manner.
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