Objective　To develop a scale to assess motivation and use of learning strategies in the course of biochemistry for medical students in the theoretical frame of Zimmerman's cognitive theory. Methods　A total of 62 items was developed in the scale based on the revised motivated strategies for learning questionnaire (MSLQ)

and 323 medical students from Shanghai Jiao Tong University School of Medicine were selected as subjects. The collected data were analyzed by item correlation

reliability and exploratory factor analysis. Results　Results of reliability analyses showed that Cronbach's α of the scale and two sub-scales were robust (all greater than 0.8)

demonstrating good internal consistency. Results of exploratory factor analysis revealed that three factors in the motivation sub-scale were intrinsic value

self-efficacy and learning anxiety

and eight factors in the strategy sub-scale were critical thinking

organization

rehearsal

learning monitoring

learning planning

learning summarizing

time and study environment management

and peer learning. Conclusion　The reliability and validity of the scale are considered to be good

and the scale is of certain application value to understand self-regulated learning of biochemistry for medical students.