Autonomous Motivation, Learning Beliefs and Learner Identity

Authors

Dan Jiang
Aalborg Centre for PBL in Engineering Science and Sustainability under auspices of UNESCO, Department of Sustainability and Planning, Aalborg University, Denmark
https://orcid.org/0000-0002-7053-0731
Olga Pierrakos
Department of Engineering, Wake Forest University, United States of America
https://orcid.org/0000-0001-8171-4862
Nathalie Al Kakoun
Engineering Learning Lab, Maroun Semaan Faculty of Engineering and Architecture, American University of Beirut, Lebanon
https://orcid.org/0000-0001-9187-611X
DOI: https://doi.org/10.59490/mt.266.73

Synopsis

This chapter synthesises three interconnected competences: autonomous motivation, learning beliefs, and learner identity that are often examined separately in engineering education. We review key learning theories related to these competences, identify the factors that influence their development, and summarise empirical evidence on how they are assessed and why they are significant for engineering education. We then introduce four active learning approaches to support competence development: problem-based learning (PBL), project-based learning (PjBL), case-based learning (CBL), and design-based learning (DBL), illustrated with two examples from Aalborg University, Denmark, and Swansea University, UK. Drawing on both theory and practice, we advocate for a holistic approach to understanding these competences, fostering inclusive learning communities for students, encouraging student ownership, engaging with real-world problems, promoting deep reflection, and emphasising social awareness and responsibility. 

Author Biographies

Dan Jiang, Aalborg Centre for PBL in Engineering Science and Sustainability under auspices of UNESCO, Department of Sustainability and Planning, Aalborg University, Denmark

Jiang, Dan (0000-0002-7053-0731) is a Postdoctoral Researcher at Aalborg University and member of the UNESCO PBL Centre and IAS-PBL. Her research addresses PBL, engineering education, learner agency, sustainability, and intercultural learning. She contributes to international projects on student-centred learning and publishes on pedagogical development and sustainable design competencies.  

Olga Pierrakos, Department of Engineering, Wake Forest University, United States of America

Pierrakos, Olga (0000-0001-8171-4862) is a STEM Education Program Director at the US National Science Foundation and Founding Leader of Engineering at Wake Forest University, USA. Her research focuses on educating the whole engineer by integrating identity, motivation, character, authentic problem solving, learning theories, student-centred pedagogies, and organizational change models.

Nathalie Al Kakoun, Engineering Learning Lab, Maroun Semaan Faculty of Engineering and Architecture, American University of Beirut, Lebanon

Al Kakoun, Nathalie (0000-0001-9187-611X) is a Postdoctoral Researcher at the Engineering Learning Lab, American University of Beirut, Lebanon. Her research focuses on engineering education, engineering design, design thinking, and human-centred innovation, with emphasis on personal values, perfectionism, and engineering mindsets in active, experiential, and digitally enhanced learning.   

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Volume

SEFI Handbook on Teaching Transferable Competencies and Skills in Engineering

Pages

401-418

Published

August 26, 2026

Series

Education series

Categories

Copyright (c) 2026 Gillian Saunders-Smits, Lynn Van den Broeck, Thies Johannsen

License

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Jiang, D., Pierrakos, O., & Al Kakoun, N. (2026). Autonomous Motivation, Learning Beliefs and Learner Identity. In SEFI Handbook on Teaching Transferable Competencies and Skills in Engineering (pp. 401-418). TU Delft OPEN Books. https://doi.org/10.59490/mt.266.73