How do students’ self-reported study habits (spacing vs. cramming) impact their engagement, especially pertaining to course deadlines?

(1) Do self-reported measures of spacing and cramming reveal differences in grades?

(2) Are self-reported study patterns and student demographics suggestive of differences in actual learning behavior within the LMS?

(3) How do multiple types of course deadlines shape students learning behavior? Does it differ between self-reported spac- ers and crammers?