In higher education, students must manage their learning on their own. When students seize the opportunity to engage in specific evidence-based learning activities, this should contribute to their achievement beyond their individual learning prerequisites (i.e., prior knowledge and motivation) and their prior achievement. In turn, students with higher motivation should use more learning activities. To test these hypotheses, two cohorts of students attending a lecture class on educational psychology participated in online-surveys at the beginning and the end of one semester (N₁ = 112; N₂ = 171). Using regression analyses, we found that learning activity use explained students' performance at the end of the semester beyond their learning prerequisites and prior achievement. Furthermore, students who valued educational psychology more used more learning activities. Overall, students used learning activities much less than intended at the beginning of the semester. In conclusion, the results point to the importance of students' learning behaviors and their potential to determine their own success. Further research should identify factors that help students put their intentions into practice.

在高等教育中，学生必须自己管理自己的学习。当学生抓住机会参与特定的循证学习活动时，这应该有助于他们取得超越个人学习先决条件（即先前知识和动机）和先前成就的成就。反过来，具有更高动机的学生应该使用更多的学习活动。为了验证这些假设，参加教育心理学讲座的两组学生在一个学期开始和结束时参加了在线调查（N ₁  = 112；N ₂ = 171）。使用回归分析，我们发现学习活动的使用可以解释学生在学期末的表现，超出了他们的学习先决条件和先前的成就。此外，更重视教育心理学的学生使用更多的学习活动。总体而言，学生在学期开始时使用的学习活动远低于预期。总之，结果表明学生学习行为的重要性以及他们决定自己成功的潜力。进一步的研究应确定有助于学生将其意图付诸实践的因素。