Today's learners rely heavily on learning management systems (LMS) to access and submit coursework, receive feedback, interact with others, and track progress. The current study moves past the question of whether to use LMS, to uncover how LMS use affects learners. We drew on motivational theories of goal orientation to predict how frequently learners check their LMS, and to examine whether the use of LMS, including addictive cognitive and behavioral tendencies, would affect learning and stress outcomes. Using a longitudinal survey design administered to university students (N = 172), path analysis results demonstrated non-significant relationships of goal orientation on LMS checking frequency, and of LMS checking frequency on academic performance and overall stress. The cognitive component of addictive LMS use did significantly predict students' future stress levels, although behavioral addictive tendencies did not. Therefore, instructors should consider potential benefits as well as costs of LMS use, as cognitive preoccupations with LMS may exacerbate learners' stress.