Investigating the relationship between modern education (electronic and blended), academic engagement and academic well-being with academic performance in the distance education system

E-learning and blended education as new educational approaches due to the use of new technologies and the application of interaction in the education process and the two structures of academic engagement and academic well-being are important as motivating factors for learning. Therefore, the aim of the present study was to investigate the independent,interactive and adjusting relationships between electronic and blended approaches,academic engagement and academic well-being with the academic performance of students in the distance education system. In this experimental study based on three educational waves in the form of theoretical, practical and theoretical-practical education, among 220 people in the statistical population, using stratified random sampling method and based on Morgan and Krejcie table, 140 people were selected as a sample. To conduct the research, a researcher-made questionnaire of electronic- blended approach and a standardized questionnaire of academic engagement and academic well-being, along with academic performance in the form of scores of three tests were used. Correlation test was used for communication and step wise regression was used to explain. There was a relationship between electronic-blended approach, academic engagement (behavioral component) and academic well-being with academic performance in the first wave. In the second and third waves and in the form of interactive relationships, the blended approach had a positive relationship with academic engagement, academic well-being and academic performance compared to the electronic approach; But in the form of adjustment, it was negative.Therefore, multimedia and hypertext and had a greater effect on academic engagement, academic well-being and academic performance.