In this work, we investigate how two factors, metacognitive skills and motivation, would impact student learning across domains. More specifically, our primary goal is to identify the critical, yet robust, interaction patterns of these two factors that would contribute to students' performance in learning logic first and then their performance on a subsequent new domain, probability. We are concerned with two types of metacognitive skills: strategy-awareness and time-awareness, that is, which problem-solving strategy to use and when to use it. Our data were collected from 495 participants across three consecutive semesters, and our results show that the only students who consistently outperform their peers across both domains are those who are not only highly motivated but also strategy-aware and time-aware.

翻译：在本研究中，我们探究元认知技能与动机这两个因素如何影响学生跨领域的学习效果。具体而言，我们的主要目标是识别这两个因素之间既关键又稳健的交互模式——这些模式将有助于学生先在学习逻辑时的表现，进而影响其在新领域（概率）中的后续表现。我们关注两种元认知技能：策略意识和时间意识，即采用何种问题解决策略以及何时运用该策略。数据收集自连续三个学期的495名参与者，结果表明，唯一能在两个领域始终优于同龄人的学生，是那些既具有高度动机，又同时具备策略意识和时间意识的学生。