[{"data":1,"prerenderedAt":48},["ShallowReactive",2],{"q-sw-110-1-research-methods-021":3},{"subject":4,"subjectSlug":5,"subjectFullName":4,"question":6,"related":23},"社會工作研究方法","research-methods",{"id":7,"webId":8,"year":9,"session":10,"subject":4,"legacy":11,"number":12,"stem":13,"options":14,"answer":19,"answerNote":20,"images":21,"lawTimestamp":9,"explanation":22,"freq":10},"sw-110-1-社會工作研究方法-021","sw-110-1-research-methods-021",110,1,false,21,"某研究者設計了一份學業能力量表，發現高一學生在這份量表上的分數和他們的大學學測成績有很強的正相關，表示該量表具有何種效度？",{"A":15,"B":16,"C":17,"D":18},"區別效度","同時效度","建構效度","預測效度","D",null,[],"本題考點是效標關聯效度中的預測效度（predictive validity）。題幹以高一時測得的學業能力量表分數，去對應「未來」的大學學測成績，兩者高度正相關，代表該量表能預測日後的表現，屬預測效度，故答案為D。A區別效度（discriminant validity）指與理論上無關的構念相關要低；B同時效度（concurrent validity）指量表與「同時」蒐集的效標相關；C建構效度（construct validity）是量表是否測到理論構念的整體概念。本題的關鍵字是「時間差」——先測量表、後有效標，故為預測而非同時效度。",[24,28,32,36,40,44],{"webId":25,"stem":26,"number":27,"year":9,"session":10},"sw-110-1-research-methods-020","有關研究過程中概念化與操作化之敘述，下列何者錯誤？",20,{"webId":29,"stem":30,"number":31,"year":9,"session":10},"sw-110-1-research-methods-022","下列何種信度和效度的問題是質性研究取向最常被人質疑的地方？",22,{"webId":33,"stem":34,"number":35,"year":9,"session":10},"sw-110-1-research-methods-019","影響外在效度（external validity）的主要因素，下列何者正確？",19,{"webId":37,"stem":38,"number":39,"year":9,"session":10},"sw-110-1-research-methods-023","某研究生蒐集訪談紀錄共有 200 份，他預定從這 200 份當中抽出 15 份進行分析，他將這 200 份訪談紀錄從 1-200 予以編號，再採用相同間距抽出預定分析的樣本，請問抽樣間距是多少？",23,{"webId":41,"stem":42,"number":43,"year":9,"session":10},"sw-110-1-research-methods-018","採用質性取向的研究者，為增進研究的「客觀性」（objectivity）會採取下列何種措施？",18,{"webId":45,"stem":46,"number":47,"year":9,"session":10},"sw-110-1-research-methods-024","承上題，這樣的抽樣方法是下列那一項？",24,1787299260644]