The study reported in this paper investigated the complex relationships between motivation and cognition of university students in a distance learning mode. Using questionnaire items adapted from established self-report instruments, Motivated Strategies for Learning Questionnaire and Study Process Questionnaire, distance learners' motivational beliefs (achievement goals, efficacy beliefs, control beliefs and intrinsic values), self-regulated learning (time management, effort management, help-seeking, self-regulated strategies), and learning strategies (deep, achieving and surface) were assessed. Distance learners' attitudes towards the course (enjoyment and values) and their course results were taken as the indicators of learning outcomes. In total, 1200 distance learners studying at a distance learning university were asked to complete two survey questionnaires sent at the beginning and near the end of the academic year. Valid cases available for analysis consisted of 431 students who responded to both surveys. Results showed that mastery goals and efficacy beliefs were the most important variables predicting the use of different forms of self-regulated and learning strategies both at the beginning and near the end of the academic year. The findings of this study were discussed in light of self-regulated learning in distance education.