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Method: This is a cross-sectional descriptive study that was conducted among the students at Jahrom University of Medical Sciences in the academic year of 2019-2020.  The research tool was a short online self-administered learning questionnaire (OSLQ). 200 students were selected by consensus sampling in 3 fields.  Validity of the questionnaire including translation, content, convergent, and construct validity (exploratory and confirmatory factor analysis) was done. The stability and  Internal consistency of the questionnaire were evaluated by  Cronbach's alpha coefficient. Statistical analyses were performed with IBM SPSS 21

Results: In the exploratory analysis of the questionnaire, 5 areas were identified.  These 5 areas are goals, time management, self-evaluation, environment structure, and support. The high correlation coefficient of components in the learning self-regulation questionnaire was confirmed with the aligned questionnaire. Confirmatory factor analysis led to the confirmation of 5 domains and their items.  The reliability of the questionnaire had acceptable values ​​in checking its internal consistency.

Conclusion: In this research, internal consistency, validity, and reliability of a short form of online learning self-regulation questionnaire were confirmed and a short and standardized tool was provided to measure self-regulation of learning in students. This questionnaire can be used in  Iranian research.