Self-regulation components linked to academic problem-solving were studied. Cognitive process instruction on analogy problems was given to 63 undergraduates on a Monday. On Wednesday, problem-solving performance within the inductive reasoning domain was assessed with 30 Remote Associate Test (RAT) problems. On Friday, problem-solving performance between the inductive and deductive problem-solving task of 20 categorical syllogism problems was assessed. Results indicate that both within- and between-domain problem-solving performance is influenced by knowledge acquired prior to practice. In both cases, this influence is indirect, being mediated by the learner's ability to monitor working memory during practice. Self-efficacy assessed during practice is directly linked to within-domain, but not between-domain problem solving. On the other hand, eductive mental activity directly influenced between-domain, but not within-domain problem-solving performance in this study. Exploratory path analysis can provide insight into the relative roles played by selected cognitive-motivational components of self-regulation when learners are required to adopt to changing demands during problem solving. (Contains one figure, three tables, and four references.) (SLD)