Abstract
This study investigated how motivation, academic emotions, and self-regulated learning strategies influenced academic achievement in technology-enhanced learning environment. The research framework and hypotheses were proposed based on the literature review. A survey was administered to collect data from 238 undergraduates majoring in politics, philosophy, and physical education. The data was analyzed using structural equation modeling by Amos. The results indicated that motivation and academic emotions significantly influenced self-regulated learning strategies. Self-regulated learning strategies positively influenced academic achievement. Furthermore, motivation and academic emotion significantly affected academic achievement through the mediating effect of self-regulated learning strategies. Specific implications were also discussed based on the findings of this study.
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