[{"data":1,"prerenderedAt":48},["ShallowReactive",2],{"q-sw-111-1-research-methods-007":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-111-1-社會工作研究方法-007","sw-111-1-research-methods-007",111,1,false,7,"研究者發現親子衝突導致子女偏差行為，但又發現生活壓力事件同時與前述二個變項有關係，那麼這二個變項存在下列那種關係？",{"A":15,"B":16,"C":17,"D":18},"對稱關係","中介關係","相關關係","虛假關係","D",null,[],"本題考點在辨識變項間的「虛假關係(spurious relationship)」。題幹指親子衝突與子女偏差行為看似有因果,但「生活壓力事件」同時與這兩個變項都相關;當一個第三變項同時影響自變項與依變項、使兩者呈現表面關聯時,原本的關係即為虛假關係,故答案為 D。A 對稱關係指兩變項互為因果或無方向,與題意不符。B 中介關係是自變項透過中介變項再影響依變項(X→M→Y),但題中壓力事件是同時影響兩者的外生因素,非居間傳遞。C 相關關係僅描述共變,未點出第三變項造成的假象,不如 D 精準。",[24,28,32,36,40,44],{"webId":25,"stem":26,"number":27,"year":9,"session":10},"sw-111-1-research-methods-006","有關混合研究設計（mixed method）邏輯的敘述，下列何者錯誤？",6,{"webId":29,"stem":30,"number":31,"year":9,"session":10},"sw-111-1-research-methods-008","研究中所發現的因果關係可概化或推論到研究以外的情境和母群體的程度，是指下列那種效度？",8,{"webId":33,"stem":34,"number":35,"year":9,"session":10},"sw-111-1-research-methods-005","下列那一項研究結果是屬於「歸納邏輯」的敘述？",5,{"webId":37,"stem":38,"number":39,"year":9,"session":10},"sw-111-1-research-methods-009","有關概念、概念化與操作性定義的說明，下列何者正確？",9,{"webId":41,"stem":42,"number":43,"year":9,"session":10},"sw-111-1-research-methods-004","有關演繹法的說明，下列何者錯誤？",4,{"webId":45,"stem":46,"number":47,"year":9,"session":10},"sw-111-1-research-methods-010","假設大學生的學業表現會受每天花在閱讀時間長短的影響，同時也可能受到學生閱讀時專心程度的影響。若將上述假設轉為研究架構時，請問那一個是依變項？",10,1787299268696]