[{"data":1,"prerenderedAt":49},["ShallowReactive",2],{"q-sw-110-2-research-methods-021":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-021","sw-110-2-research-methods-021",110,2,false,21,"在相關研究設計中，將抽象構念轉化成具體測量的過程，依據下列所述，其進行的順序為何？ ①操作層次 ②實證層次 ③理論層次",{"A":15,"B":16,"C":17,"D":18},"①②③","③①②","②①③","①③②","B",null,[],"本題考點是量化研究「概念化—操作化—測量」的層次順序,即抽象構念如何一步步轉為具體測量。研究從最抽象的③理論層次出發(界定構念與變項間的理論關係),接著進入①操作層次(以操作型定義規定該構念如何被觀察與計分),最後落到②實證層次(實地蒐集可觀察的資料),故順序為③①②,選 B。其餘選項次序皆顛倒:A①②③、C②①③、D①③②都把操作或實證放到理論之前,違反「先有理論構念、再定操作方式、最後取得實證資料」的邏輯,均不正確。",1,[25,29,33,37,41,45],{"webId":26,"stem":27,"number":28,"year":9,"session":10},"sw-110-2-research-methods-020","一位研究者想進行一項有關社會上性別平權問題的研究，該選擇下列何種研究典範？",20,{"webId":30,"stem":31,"number":32,"year":9,"session":10},"sw-110-2-research-methods-022","下列那一組陳述的順序屬於「演繹邏輯」的進行程序？",22,{"webId":34,"stem":35,"number":36,"year":9,"session":10},"sw-110-2-research-methods-019","有關研究參與者的知情同意書，下列何者錯誤？",19,{"webId":38,"stem":39,"number":40,"year":9,"session":10},"sw-110-2-research-methods-023","研究結果顯示家人關係不和諧導致少年的暴力行為，後來發現家庭經濟困難同時影響前述兩變項，因此這兩變項原來的相關可能是下列那一種關係？",23,{"webId":42,"stem":43,"number":44,"year":9,"session":10},"sw-110-2-research-methods-018","下列何種行為違反了研究倫理？",18,{"webId":46,"stem":47,"number":48,"year":9,"session":10},"sw-110-2-research-methods-024","將某一變項轉化成可以觀察與測量的定義，是指下列何者？",24,1787299271321]