The current dissertation gathered empirical evidence of convergent and predictive validity for the Self-Regulation Strategies Inventory-Parent Rating Scale (SRSI-PRS), which measures parents' perception of their child's use of self-regulated learning (SRL) strategies during mathematics activities. The SRSI-PRS, which is part of the larger SRSI scale system incorporating a teacher version (SRSI-TRS) and a student version (SRSI-SR), was administered as part of a longitudinal study with middle school students that also included the SRSI teacher and student versions and three student motivational measures (self-efficacy, task interest, and perceived responsibility). Participants included 105 7th and 8th grade parents and their respective students and students' teachers from a Northeastern suburban school district. Convergent validity was examined by assessing Pearson's correlations between: (a) SRSI-PRS subscales, the SRSI-TRS, and SRSI-SR subscales, and (b) SRSI-PRS subscales and the three types of motivational beliefs. Hierarchical regression analyses were used to examine the unique variance that the SRSI-PRS accounted for when predicting students' academic achievement. Two regression analyses were conducted across two different measures of academic achievement: (a) standardized test scores and (b) course grades. In terms of convergent validity evidence, the results showed that the three SRSI-PRS subscales exhibited medium and statistically significant relations with the SRSI-TRS, and small to medium statistically significant relations with the three SRSI-SR subscales and student self-efficacy. Additionally, two of the SRSI-PRS subscales displayed statistically significant, albeit small, relations with student's task interest, but none of the SRSI-PRS subscales exhibited significant relations with the student's perceived responsibility scale. Finally, there were mixed results regarding the predictive validity of the SRSI-PRS. The SRSI-PRS composite accounted for unique variance (R[superscript 2]2 = 4.4%) in course grades, but did not account for any unique variance in predicting standardized mathematics test scores after controlling for student and teacher ratings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]