Teaching computer programming language remotely presents particular difficulties due to its requirement for abstract and logical thinking. There is a dearth of research specifically examining the potential factors that determine student performance when distance self-learning is conducted for programming language education. This study aims to determine the influencing factors to conduct successful programming education on distance self-learning to help novice students effectively. The study is underlined by a concept map-based approach. A quasi-experimental approach was used to collect data from seventy-eight students. By utilizing factor analysis, this study proposes nine determinant factors of distance self-learning performance, namely educational architecture, knowledgeability, expectation insight, engagement tools, good organization, technological accessibility, assignment familiarity, advantageous tool, and assistance feature. This work suggested determinant factors that can predict student learning performance to motivate meaningful distance self-learning and construct their knowledge in programming education.