The Motivated Strategies for Learning Questionnaire (MSLQ) is one of the most widely used instruments to measure students' motivation and self-regulated learning. However, the MSLQ was developed and has been predominantly used in the Western context, is a domain-general measure, and is quite lengthy. Hence, adapting the MSLQ to the Chinese educational context, validating its application in specific subjects, and developing a short form would be an optimal way to improve its accessibility. This study aimed to investigate the psychometric properties of the Chinese version of the MSLQ in mathematics learning (i.e., MSLQ-C) and develop a short form (i.e., MSLQ-CS) using set exploratory structural equation modeling. The sample consisted of 563 senior secondary students in China. Results demonstrated that both MSLQ-C and MSLQ-CS showed acceptable construct validity, reliability, and concurrent validity. Furthermore, structural relationships and interrelationships among the subscales and their relationships with mathematics achievement were highly similar for MSLQ-C and MSLQ-CS. Theoretical and practical implications are discussed.