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Research on factors that predicts satisfaction and, consequently, engagement in university students has received notable focus in recent years. Advances in instructional communication technology have made possible to provide a more complete university education to students through blended courses. In an effort to balance their educational potential, which factors influences the goals students pursue? The purpose of this study is to examine student’s goals from a social cognitive perspective. We conducted a study in a sample of 468 freshmen students where they completed measures of positive emotions, academic support, self-efficacy, intrinsic and extrinsic expectations. We analyzed the variables using structural equation modeling. We propose a model for thinking student´s goals where self-efficacy, intrinsic and extrinsic expectations contribute directly while positive emotions and academic support have a more indirect effect. We discuss implications for educational practice and give some recommendations to improve technological satisfaction for university students