Objectives <p>There is a lack of context-specific mindfulness measures in education. This study aimed to operationalize a domain-specific measurement model of mindfulness in educational contexts and to develop and validate a corresponding assessment tool, the Mindful Self-Regulated Learning Scale (m-SRLS).</p> Methods <p>The m-SRLS was refined through an iterative development process&#xa0;and validated across multiple independent samples of undergraduate students using exploratory structural equation modeling&#xa0;(ESEM) and psychometric analyses to evaluate dimensionality, reliability, construct validity, and measurement invariance.</p> Results <p>The final 21-item scale captures three interrelated dimensions: intention, attention, and attitude. The three-factor ESEM model provided excellent model fit (RMSEA = 0.045 (90% CI 0.039, 0.050), CFI = 0.953, TLI = 0.935). It showed positive associations with adaptive self-regulatory constructs (<i>r</i> = 0.53 to 0.67) and negative associations with maladaptive cognitive–emotional processes (<i>r</i> = -0.56 to -0.39). The scale demonstrated good reliability (α = 0.87–0.90) and test–retest reliability within one week (ICC = 0.89 (95% CI 0.85, 0.92). Measurement invariance analyses confirmed the scale functions equivalently across gender and age groups.</p> Conclusions <p>The m-SRLS provides a reliable, valid, and context-sensitive tool for assessing mindfulness in higher education and evaluating how mindfulness-informed processes support learning.</p> Preregistration <p>These studies were not preregistered.</p>