Whether in traditional or virtual classrooms, non-traditional learners come equipped with an eclectic blend of characteristics and past experiences, which serve to either facilitate or hinder their academic pursuit. Adults who possess a strong sense of efficacy, employ a wide range of self-regulatory strategies and maintain high motivational levels during the course of their distance learning are likely to be successful. In contrast, those who doubt their abilities, lack metacognitive activities and exhibit low motivational levels tend not to accomplish their goals. This paper sheds some light on the importance of self-efficacy, self-regulation and motivation and on their ‘synergistic’ effect on adults' academic achievement in distance learning.
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