<?xml version="1.0" encoding="utf-8"?>
<export-example>
  <doc>
    <id>1306</id>
    <completedYear/>
    <publishedYear>2018</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst>457</pageFirst>
    <pageLast>466</pageLast>
    <pageNumber/>
    <edition/>
    <issue/>
    <volume/>
    <type>conferenceobject</type>
    <publisherName/>
    <publisherPlace/>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>2021-02-07</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">Towards the construction of a questionnaire for the identification of learning obstacles</title>
    <abstract language="eng">This paper deals with the identification of learning ob-stacles using the questionnaire method. Therefore, two iterations were proceeded: The first one was part of a survey that was carried out at four lo-cations at universities of applied sciences. We asked students about obstructive facts in general providing items for five learning ob-stacle dimensions that were set up before; emotional/motivational, epistemological/cognitive,  didactical,  resource-related  and  meta-cognitive learning obstacle dimensions.  After the general part, we asked them to answer the same question, but in relation to the  – in their opinion – most difficult learning content. With this question, we aim to get indications regarding to epistemological obstacles. In a second step, we used the “Motivated Strategies for Learning Questionnaire”, which was developed by Pintrich [1] as a basis to develop  a  questionnaire  that  extracts  learning  obstacles.  In  its original version, the “Motivated Strategies for Learning Question-naire” was intended to measure students’ learning strategies, but, as  the  obstacle  dimensions  were  partly  derived  from  learning strategy  classification,  we  chose  this  already  validated  question-naire  [2].  Within  this  iteration,  we  could  confirm  a  five-factor structure of the questionnaire that could be mapped to the five be-fore set learning obstacle dimensions.</abstract>
    <parentTitle language="eng">2018 IEEE Global Engineering Education Conference (EDUCON 2018), 17-20 April, 2018, Santa Cruz de Tenerife, Spain</parentTitle>
    <identifier type="doi">10.1109/EDUCON.2018.8363266</identifier>
    <enrichment key="opus.source">publish</enrichment>
    <author>Rebecca Reuter</author>
    <author>Florian Hauser</author>
    <author>Carolin Gold-Veerkamp</author>
    <author>Theresa Stark</author>
    <author>Juliane Kis</author>
    <author>Jürgen Mottok</author>
    <author>Jörg Abke</author>
    <author>Dany Meyer</author>
    <collection role="institutes" number="FakEI">Fakultät Elektro- und Informationstechnik</collection>
    <collection role="othforschungsschwerpunkt" number="16314">Lebenswissenschaften und Ethik</collection>
    <collection role="institutes" number="">Laboratory for Safe and Secure Systems (LAS3)</collection>
  </doc>
</export-example>
