This empirical study aims to demonstrate how Dispositional Learning Analytics can contribute in the investigation of the effectiveness of didactical scenarios in authentic settings, where previous research has mostly been laboratory based. Using a showcase based on learning processes of 1080 students in a blended introductory quantitative course, we analyse the use of worked examples by students. Our method is to combine demographic and trace data from technology enhanced systems with self-reports of several contemporary social-cognitive theories. We find that the same maladaptive learning orientations that play a role in worked examples learning theories as to explain the effectiveness of worked examples do predict the use of worked examples: this time in the role of individual learning dispositions. [For the complete proceedings, see ED579395.]