Ongoing digital transformations facilitate the conduct of online courses and distance learning. In this study, it was 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), 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 was measured. Also, data on the participants’ grades at the end of the course and the number of exercises they completed during the term were obtained. 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.

持续的数字化转型促进了在线课程和远程学习的开展。在这项研究中，旨在调查学习者的个性和行为在混合学习环境（远程学习和面对面学习相结合）中的学业成功（考试成绩）中的作用。除了几个变量（包括智力）的个体差异外，参与者的（n= 62) 使用瑞士远程大学研究所一个学习模块的问卷调查了 14 周（一个学期）的学习时间和学习动机。此外，还获得了参与者在课程结束时的成绩以及他们在学期中完成的练习数量的数据。逐步回归分析表明，在一天中的最佳时间学习和定期学习是学业成功的相关预测因素。该研究的结果和局限性在高等教育学业成功预测的背景下进行了讨论。