Based on the Pintrich model as one of the most salient socio-cognitive models of self-regulated learning, this study investigates the dimensionality of the construct of self-regulated learning. Following the hypotheses derived from the Pintrich model as well as previous findings in the area, we formulated two hypothetical models of the structure of self-regulated learning. The first model assumes that self-regulated strategies of cognition, motivation and behavior are distinct albeit related activities in learning, whereas according to the second model, there is a common source of variance of all strategies of self-regulation defined as a general mechanism of self-regulation in learning. The study was conducted on a sample of 218 first year students at the Faculty of Education in Bihać, BiH. Two main instruments were administered to collect data on relevant study variables: LIST (measuring strategies of self-regulation of cognition and behavior) and SSRM (measuring strategies of self-regulation of motivation). The hypothesized structure of self-regulated learning was tested via confirmatory factor analyses. With certain modifications, the results mainly support the starting hypotheses behind the first model proposing the three-dimensional structure of self-regulated learning

self-regulated learning, strategies of self-regulation, student