The expansion of the use of distance learning systems has made many countries around the world search for the degree and level of their efficiency. Distance learning systems are based on several factors, the most important of which is the motivation and passion for research in metacognition for learners. This study aims to reach the degree of availability of the motivation and passion for metacognition as predictors of distance learning efficiency by developing two scales for them. A quantitative survey approach is used in this study. Psychometric properties of the developed scales were verified. The results showed that there are influences of motivation and passion for research in metacognition on the efficiency of the distance education system. It also confirmed that there is a strong and mutual influence relationship between motivation and passion for metacognition. The results also revealed that there were statistically significant differences between the average responses on both scales in favour of the gifted, third-year students, and students with higher achievement scores. There were no statistically significant differences between the averages of students' responses on both scales due to their gender, academic branch, and the learning platforms used.