E-tutorial learning aids as worked examples and hints have been established as effective instructional formats in problem-solving practices. However, less is known about variations in the use of learning aids across individuals at different stages in their learning process in student-centred learning contexts. This study investigates different profiles of students' learning behaviors based on clustering students' use of worked examples and hints in subsequent learning phases in a naturalistic setting. In a blended instructional format, the study was conducted on 1,072 students over an eight-week introductory mathematics course. By explicitly differentiating between learning to prepare a tutorial session, the first phase, learning to prepare a quiz session, the second phase, and learning to prepare the final exam as third phase, this study aims to contribute to the call for more temporality in learning analytics applications. Our study finds three profiles of learning that differ in the intensity and timing of the use of learning aids. Moreover, different profiles come with different learning dispositions, such as epistemic and activity learning emotions.