[{"data":1,"prerenderedAt":48},["ShallowReactive",2],{"q-sw-111-1-research-methods-010":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-010","sw-111-1-research-methods-010",111,1,false,10,"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？",{"A":15,"B":16,"C":17,"D":18},"學業表現","閱讀時間","專心程度","學生年齡","A",null,[],"本題考點在辨識研究架構中的「依變項(dependent variable)」。依變項是被影響、被解釋的結果變項。題幹指學業表現「會受」閱讀時間與專心程度影響,故被影響的「學業表現」即依變項,答案為 A。B 閱讀時間是被假定會影響學業表現的原因,屬自變項。C 專心程度同樣被設定為影響學業表現的因素,屬自變項(或調節\u002F中介變項),非結果。D 學生年齡在本題假設中未被納入為結果變項,亦非依變項。判斷訣竅是問「誰被影響、誰是結果」,結果即依變項。",[24,28,32,36,40,44],{"webId":25,"stem":26,"number":27,"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":29,"stem":30,"number":31,"year":9,"session":10},"sw-111-1-research-methods-011","承上題，專心程度不可能是下列那一種變項？",11,{"webId":33,"stem":34,"number":35,"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":37,"stem":38,"number":39,"year":9,"session":10},"sw-111-1-research-methods-012","「請問您在目前的工作場所工作多久？年月」，請問這是什麼測量尺度？",12,{"webId":41,"stem":42,"number":43,"year":9,"session":10},"sw-111-1-research-methods-007","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？",7,{"webId":45,"stem":46,"number":47,"year":9,"session":10},"sw-111-1-research-methods-013","某研究生的碩士論文採量化研究方法，他希望確保測量工具的品質，下列那一項分析最能達到他的期待？",13,1787299268729]