≪Organizer Abstract≫
Psychological models based on a socio-cognitive perspective have identified important cognitive enablers, such as achievement goals, for promoting academic engagement. However, inadequate attention has been given to examining the relationship between instructional practices and academic engagement. This symposium reports findings derived from four projects that address this gap. The first project highlights the critical role of collaboration in sustaining learning engagement in a Japanese primary school. The second project discusses the features of a motivating course environment that promotes online communication using English between Japanese and other Asian university students. The third project examines how self-regulation based instruction promotes students' reading engagement in Hong Kong. The final project investigates the influences of classroom practices on Australian disadvantaged students' engagement in Mathematics. Informed jointly by sociocultural and cognitive theories, these findings collectively highlight the significant role of dynamic interaction and motivational support in a transformative instructional model for promoting academic engagement.
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