Factors affecting student learning performance: A causal model in higher blended education

Abstract

Abstract 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.