[{"data":1,"prerenderedAt":47},["ShallowReactive",2],{"q-sw-110-2-research-methods-004":3},{"subject":4,"subjectSlug":5,"subjectFullName":4,"question":6,"related":24},"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":23},"sw-110-2-社會工作研究方法-004","sw-110-2-research-methods-004",110,2,false,4,"研究者以大學生「自主學習程度」與「學業成就」兩變項間的關係為例，說明因果關係形成的三大條件，下列敘述何者正確？",{"A":15,"B":16,"C":17,"D":18},"若欲證實自主學習程度與學業成就之間有因果關係，務必先行確認兩者的發生順序","若不同的學業成就會造成自主學習程度的差異，則表示自變項自主學習程度對依變項學業成就的影響是直接的","若自主學習程度與學業成就之間存在著因果關係，則兩者間不必然有關聯","自主學習程度能影響學業成就，而學業成就也影響自主學習","A",null,[],"本題考點是因果關係成立的三大條件。依實證研究的因果推論標準，成立因果須同時滿足：時間順序（因先於果）、共變關係（兩變項有相關）、排除虛假關係（無第三變項干擾）。A 指出要證明因果須先確認兩者的發生順序，正是「時間順序」要件，故選 A。B 錯在把方向倒置，若學業成就造成自主學習差異，則因果方向與題設（自主學習為自變項）相反，不能證明自變項對依變項的「直接」影響。C 錯在因果必然蘊含相關，有因果就一定有關聯，不可能「不必然有關聯」。D 描述雙向互為因果，違反自變項→依變項的單向設定，也不符三條件的辨識。故正解為 A。",1,[25,29,33,36,40,43],{"webId":26,"stem":27,"number":28,"year":9,"session":10},"sw-110-2-research-methods-003","「從普遍原理的基礎上，推導出特定的預期假設」這是何種邏輯模式？",3,{"webId":30,"stem":31,"number":32,"year":9,"session":10},"sw-110-2-research-methods-005","某位社工員設計了一份量表，以評估青少年的學業表現，為確保此量表真能有效測量此概念，他將量表上的分數和學童段考成績做比較，屬於何種效度？",5,{"webId":34,"stem":35,"number":10,"year":9,"session":10},"sw-110-2-research-methods-002","在思考研究設計該採用何種研究方法時，通常研究者最先考量的應該是下列何者？",{"webId":37,"stem":38,"number":39,"year":9,"session":10},"sw-110-2-research-methods-006","某位社工員計畫透過質性研究，探討其服務機構所在的社區內失能老人家庭照顧者之情緒調適過程，下列何種抽樣方法較為適合？",6,{"webId":41,"stem":42,"number":23,"year":9,"session":10},"sw-110-2-research-methods-001","Robert Merton 的緊張理論（Strain Theory）主張目標與手段間的衝突是導致偏差行為的重要因素。其所謂的「手段」與「偏差行為」，符合下列那一種說明？",{"webId":44,"stem":45,"number":46,"year":9,"session":10},"sw-110-2-research-methods-007","下列何項主題不適合運用調查研究法？",7,1787299271121]