Studying at a university often places complex and high demands on students self-regulation, especially with regard to their resource management. In line with this, resource-management competencies should be able to predict study success. However, so far, there is a lack of valid instruments to assess such abilities. We will thus introduce a new instrument that aims to assess resourcemanagement abilities in terms of conditional strategy knowledge as well as regarding specific deficits in strategy usage. Our instrument was developed and evaluated with regard to its psychometric properties with a special focus on validity. Data analysis of the validation refers to a sample of 198 first-semester students. Confirmatory factor analyses support our theoretically derived structure. In addition, and as expected, we found convergent and discriminant correlations with external criteria. We can also confirm criterion validity, in that the resource-management abilities that are being assessed with our new instrument are able to predict study success according to students performance at school as well as to their cognitive abilities remarkably.