This research uses adapted self-assessment questionnaires to examine the relationships between the learning motivation, learning strategies, self-efficacy, attribution and learning results of 135 distance learners. The aim is to model the relationship between psychological characteristics and learning results of distance learners. The outcomes of this study show that a relationship exists between psychological characteristics and learning scores of distance learners. First, there is a relationship between self-efficacy, learning strategies and learning results; second, there is a relationship between self-efficacy, internal attribution, learning motivation and learning results. Learning motivation and learning strategies are clearly associated with positive and predictable effects on learning results. The effect values are 0.76 and 0.63, respectively. Self-efficacy and internal attribution have indirectly positive predictable effects on learning results. The effect values are 0.48 and 0.21, respectively. (Contains 3 tables and 1 figure.)