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,我们探讨了两个因素,元认知技能和动机,如何影响跨领域的学生学习。更具体地说,我们的主要目标是确定这两个因素之间关键且稳健的交互模式,以有助于学生在学习逻辑后在后续的新领域概率中表现出色。我们关注两类元认知技能:策略意识和时间意识,即何时使用哪种问题解决策略。我们的数据来自三个连续学期的495名参与者,结果表明,唯一能在两个领域中持续优于同龄人的学生是高度积极且具有策略意识和时间意识的学生。