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Previous research has proposed a conceptual model of the relationships between motivation, emotions, cognition, and metacognition related to students' learning performance and validated it in a blended learning context that combines traditional learning with the use of educational technology. This study examined these relationships to test the hypothesis that the levels of some factors in a face-to-face learning environment differ from those in a blended learning context, finding that the conceptual model is valid for both settings. The role of positive emotions was significant in blended learning but not in face-to-face learning. Furthermore, help-seeking and peer learning were relevant only in blended learning. A positive relationship between academic motivations and metacognitive strategies was found in the face-to-face context, whereas one from motivations to metacognitive and cognitive strategies was found in the blended context. Negative emotions were present in both learning settings. This shows that the role of emotions is relevant to students' perceived success.

In Mexico, approximately 504,000 students pursue a bachelor's degree by means of distance or blended programmes. However, only 42% of these students conclude their degree on time. In the context of blended learning, the focus of this research is to present a causal model, based on a theoretical framework, which describes the relationships concerning motivations, emotions, cognitive strategies, metacognitive strategies, and learning strategies, and their impact on learning performance. The results suggest that negative emotions play a meaningful role between expectancy (a component of motivation) and learning strategies. Also, the expectancy component of motivation positively influences metacognitive strategies. Concerning the relationship between cognition and metacognition, metacognitive strategies take preference concerning the relationship between metacognitive and learning strategies, supporting the theoretical hypothesis that metacognitive processes are on a higher plane than cognition, and affect cognitive process directly. Moreover, the learning outcomes are directly influenced by cognitive and learning strategies, but not by metacognitive ones. Similarly, motivation has direct effects on metacognitive and learning strategies but not on cognitive ones.