Self-regulated learning (SRL) has been widely studied in Western music education, yet little is known about how international students regulate their instrumental practice across different cultural and educational contexts. To address this gap, this study developed and validated a new instrument—the Chinese International Student Self-Regulated Piano Practice Scale (CIS-SRPPS)—grounded in Zimmerman’s three-phase SRL model: forethought, performance, and self-reflection (Zimmerman & Moylan, 2009).A total of 99 Chinese piano students across bachelor’s, master’s, and doctoral programs in Australian universities completed the survey. Exploratory factor analysis confirmed a coherent three-factor structure with strong psychometric properties, including high internal consistency across subscales. One-way ANOVA and regression analyses revealed significant group differences: doctoral students reported more advanced use of planning and task-specific strategies compared to undergraduates, suggesting a developmental trajectory in SRL sophistication. Length of residency in Australia also positively predicted reflective strategy use and help-seeking behaviours, indicating that cultural immersion may foster more collaborative learning dispositions.Interestingly, older and more experienced participants reported lower levels of intrinsic motivation and greater reliance on external attribution, highlighting the complex role of motivation within SRL. These findings suggest that accumulated experience does not necessarily enhance self-regulated practice, underlining the importance of culturally sensitive and theoretically grounded tools for understanding diverse learner populations.This study contributes to music education by introducing a validated measure for examining SRL in international contexts. The CIS-SRPPS provides a framework for identifying students’ strengths and challenges in practice, offering insights for educators to design more responsive pedagogical strategies that foster autonomy, sustain motivation, and scaffold reflective practice in performance-based programs.