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Learning to learn is one of the key competences identified by the European Commission (EC, 2005 and 2006) for education systems. Rigorous evaluation instruments are necessary for this competence to be included in curriculum design and teaching-learning processes. Currently available questionnaires are limited and so the present work focuses on the design and validation of a standardised quantitative questionnaire to evaluate the way in which university students manage this competence. A test validation design was employed with a sample of 1237 university students from three universities in Valencia. Confirmatory factor analysis revealed good internal consistency and construct validity outcomes. A final questionnaire was produced which addressed five dimensions/scales (cognitive, metacognitive, affective-motivational, social-relational and ethical) through twenty-one subdimensions/subscales composed of 85 items. This questionnaire was found to be more robust and comprehensive than those that were previously available. The instrument will help to advance knowledge in this area. It is useful for researchers as it can be used for diagnosing and evaluating the competence in question, whilst also comparing results obtained in large population samples. [ABSTRACT FROM AUTHOR]