  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.
