This study investigated the relationships between self-regulated learning (SRL) awareness, time-management awareness, learning behaviors (report submission), and learning performance. Psychometric data and learning logs for both in-class and out-of-class activities were collected in the lecture course, and their relationships were analyzed using Pearson's correlation analysis. The results indicated that awareness of self-efficacy, intrinsic value, and cognitive learning strategies use had significant correlations with the frequency of out-of-class activities, submission time of report, and learning performance. Regarding the relationships between SRL awareness and out-of-class activities, usual reading activities as well as additional actions, such as bookmarking, had significant correlations with SRL awareness. [The research is supported by "Research and Development on Fundamental and Utilization Technologies for Social Big Data" (178A03), the Commissioned Research of the National Institute of Information and Communications Technology (NICT), Japan; Grant-in-Aid for Scientific Research (B) No. 16H03080 and the Qdai-jump Research(QR) Program of Kyushu University. For the complete proceedings, see ED579395.]