This study aims to probe the effects of teachers' and peers' communication style and quality on adolescents' cognitive and emotional learning by questionnaires and regression analysis. The relations between impact of emotional learning and academic learning are examined; and the intermediate variable of learning performance is found out to be learning motivation. Results show that students' perception of communication style would will affect their learning. Emotional learning affects cognitive learning-positive perception makes better performance, and vice versa. Among communication styles, the attentive style has an impact on communication quality. Communication quality does have influence on academic performance, but it is mediated by teacher-student communication relationship perceived by students. Motivation partially mediates the influence of teacher-student and peer communication on students' learning outcomes.