This article describes the development and validation of a survey instrument,the Writing Strategies for Motivational Regulation Questionnaire(WSMRQ), de-signed to measure Chinese university students’ reported useof motivational regulation strategies in writing in English asa second/foreign language (L2). Conceptualized in a self-regulated learning framework,the WSMRQwas developed and validated. Two independent samples of 359 and 373 Chinese university students were recruited. The data weresubject to exploratory factory analyses (EFA) and confir-matory factor analyses (CFA), respectively, to evaluate the psychometric properties of the instrument. Results of theEFA revealed a five-factor structure of motivationalregulation strategies: Interesting enhancement, performance self-talk, mastery self-talk, emotional control, and environ-ment structuring. The CFA results from another sample supported a five-factor correlated model with the best fit, confirming the validity and reliability of the WSMRQ. Thesignificant, moderate correlations between the five motiva-tional regulation strategies and writing scores showed the instrument’s reasonable predictive validity. Pedagogical implications are also discussed.

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• Fostering Strategic Learning: The Development and Validationof the Writing Strategies for Motivational Regulation Questionnaire (WSMRQ)