[{"data":1,"prerenderedAt":47},["ShallowReactive",2],{"q-sw-112-2-research-methods-002":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":10,"stem":12,"options":13,"answer":18,"answerNote":19,"images":20,"lawTimestamp":9,"explanation":21,"freq":22},"sw-112-2-社會工作研究方法-002","sw-112-2-research-methods-002",112,2,false,"下列何者為虛無假設（null hypothesis）？",{"A":14,"B":15,"C":16,"D":17},"教育程度越高，溝通能力越強","教育程度和溝通能力無關","教育程度和溝通能力成反比","溝通能力會因教育程度而有所差異","B",null,[],"本題考點是虛無假設（null hypothesis, H0）的定義。虛無假設主張變項之間「沒有關係、沒有差異」，是研究者試圖以統計檢定加以否證（拒絕）的假設。B「教育程度和溝通能力無關」正是主張兩變項無關聯，符合虛無假設的定義，故選 B。A「教育程度越高，溝通能力越強」是預測正向關係，屬對立假設（研究假設）；C「成反比」是預測負向關係，亦為對立假設；D「會因教育程度而有所差異」預測有差異存在，同屬對立假設。三者皆宣稱「有關係／有差異」，與虛無假設「無關係」相反，故均非答案。",1,[24,27,31,35,39,43],{"webId":25,"stem":26,"number":22,"year":9,"session":10},"sw-112-2-research-methods-001","某機構社會工作者觀察到數位時代青少年的偏差行為樣態似乎跟過往不太一樣，該機構決定仔細分析服務案件資料以瞭解變化的情形。請問該研究係屬於下列那一種目的？",{"webId":28,"stem":29,"number":30,"year":9,"session":10},"sw-112-2-research-methods-003","界定或設定某變項測量之層次（level of measurement），最主要目的是下列何者？",3,{"webId":32,"stem":33,"number":34,"year":9,"session":22},"sw-112-1-research-methods-040","事後簡報（debriefing）是指研究者在研究後告知參與者研究目的、方法，並評估參與者對本研究的個人反應，此過程係屬下列何者？",40,{"webId":36,"stem":37,"number":38,"year":9,"session":10},"sw-112-2-research-methods-004","研究初期研究者通常需要藉由相關文獻的探討，試圖澄清研究問題中研究概念的真正意義，此一過程為下列何者？",4,{"webId":40,"stem":41,"number":42,"year":9,"session":22},"sw-112-1-research-methods-039","從事研究時若造成參與者的利益損失，研究者應如何處理？",39,{"webId":44,"stem":45,"number":46,"year":9,"session":10},"sw-112-2-research-methods-005","實務智慧（practice wisdom）是社會工作者的專業知識、技能與經驗長期累積與應用所產生，此過程所指為何？",5,1787299276787]