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In this paper, we describe a process of constructing proxy variables that represent adult learners' time management strategies in an online course. Based upon previous research, three values were selected from a data set. According to the result of empirical validation, an (ir)regularity of the learning interval was proven to be correlative with and predict learning performance. As indicated in previous research, regularity of learning is a strong indicator to explain learners' consistent endeavors. This study demonstrates the possibility of using learning analytics to address a learner's specific competence on the basis of a theoretical background. Implications for the learning analytics field seeking a pedagogical theory-driven approach are discussed.