[{"data":1,"prerenderedAt":48},["ShallowReactive",2],{"q-sw-111-1-research-methods-011":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-011","sw-111-1-research-methods-011",111,1,false,11,"承上題，專心程度不可能是下列那一種變項？",{"A":15,"B":16,"C":17,"D":18},"調節變項","依變項","中介變項","控制變項","B",null,[],"本題考點承上題,在同一研究架構中判斷「專心程度」不可能扮演的變項角色。該架構已將學業表現設為依變項,而專心程度被設定為影響學業表現的因素。B 依變項不可能,因為依變項已被學業表現占據,一個結果變項的位置不會同時由專心程度擔任,故答案為 B。A 調節變項可能,專心程度可能改變閱讀時間對學業表現影響的強弱。C 中介變項可能,閱讀時間或許透過提升專心程度再影響學業表現(X→M→Y)。D 控制變項可能,研究者可將專心程度固定或統計控制,以純化其他變項的效果。",[24,28,32,36,40,44],{"webId":25,"stem":26,"number":27,"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,{"webId":29,"stem":30,"number":31,"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":33,"stem":34,"number":35,"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":37,"stem":38,"number":39,"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,{"webId":41,"stem":42,"number":43,"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":45,"stem":46,"number":47,"year":9,"session":10},"sw-111-1-research-methods-014","當研究者要進行的研究主題無法取得完整的研究母體名單，如街友。請問適合採用下列那種抽樣方法？",14,1787299268745]