Ongoing digital transformations facilitate the conduct of online courses and distance learning. In this study, we aimed to investigate the role of learners’ personalities and behaviors in their academic success (exam scores) in a blended learning setting (combination of distance learning and face-to-face learning). Next to individual differences in several variables (including intelligence), we measured participants’ (n = 62) learning time and learning motivation over 14 weeks (one term) using questionnaires for one learning module at the Swiss Distance University Institute. We also obtained data on the participants’ grades at the end of the course and the number of exercises they completed during the term. A stepwise regression analysis revealed that studying at the optimal time of the day and studying regularly are relevant predictors of academic success. The results and limitations of the study are discussed in the context of academic success prediction in higher education.
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