The concept map has a positive effect on the enhancement of self-regulated learning (SRL) and learning performance in terms of cognitive learning tools, according to previous research. However, the relationships between knowledge construction state, learning behaviors, psychological state, and learning performance have not been clearly investigated. Learning analytics (LA) can play an important role in addressing the issue of collecting learning behaviors. This study aims to investigate the relationships between them, using the LA approach. The results indicated that seven knowledge construction types were detected, and knowledge construction type had significant differences in performance, albeit no significant differences in the Tukey post-hoc analyses. Moreover, there is a significant correlation between knowledge map cluster and discussion, some of the factors of SRL (e.g., declarative knowledge, monitoring), and some learning behaviors, such as adding marker, memo, and red marker.