For university students, self-regulation of study behaviour is important. However, students are not always capable of effective self-regulation. Providing study behaviour information via a learning analytics dashboard (LAD) may support phases within self-regulated learning (SRL). However, it is unclear what information a LAD should provide, how to present information in a usable manner, and what the information's perceived usefulness is in supporting self-regulation of study behaviour. This study entails a sequential mixed design: assessing information needs in focus groups (n=7), exploring usability via think-aloud interviews (n=8), assessing usability with the System Usability Scale (n=42), and assessing perceived usefulness via interviews (n=16). Results showed that students and tutors agreed on the relevance of the constructs chosen from literature but differed in ranking the importance of new constructs. Usability exploration led to several design improvements. Perceived usefulness assessment showed the LAD supported the appraisal of study behaviour. A need for reference frames to facilitate data interpretation was vocalized. Impacts on study behaviour varied, possibly because preparatory activities were not used. Impact could be improved by further integrating the LAD into existing learning processes.