[{"data":1,"prerenderedAt":48},["ShallowReactive",2],{"q-sw-115-1-research-methods-026":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-115-1-社會工作研究方法-026","sw-115-1-research-methods-026",115,1,false,26,"學校社會工作者在開學 9 月時提供國三學生自信心與自尊評量的測驗，在學期中學生接受密集的社會工作者介入來促進其自信心與自尊，於次年 5 月再讓學生做此測驗，發現學生自信心與自尊的分數增加了。下列何者不屬於研究設計內在效度的威脅？",{"A":15,"B":16,"C":17,"D":18},"歷史因素","成熟因素","再次測量的因素","工作者的模仿效應因素","D",null,[],"本題考點是辨識何者「不屬於」單組前後測設計的內在效度威脅,為找例外題。本研究只有一組學生、做前後兩次測驗,期間施予介入。（A）歷史因素指前後測間發生的外部事件,會干擾結果,屬威脅。（B）成熟因素指學生九個月間自然成長,自信自尊本就可能提升,屬威脅。（C）再次測量因素指做過第一次測驗會影響第二次作答,屬威脅。（D）工作者的模仿效應(處遇擴散\u002F模仿)指對照組模仿實驗組處遇而使組間差異縮小,須有對照組才會發生;本研究為單組、無對照組,此威脅不適用,故選 D。",[24,28,32,36,40,44],{"webId":25,"stem":26,"number":27,"year":9,"session":10},"sw-115-1-research-methods-025","關於前實驗設計（pre-experimental design）之敘述，下列何者正確？",25,{"webId":29,"stem":30,"number":31,"year":9,"session":10},"sw-115-1-research-methods-027","有關方案執行的過程評估，下列何者錯誤？",27,{"webId":33,"stem":34,"number":35,"year":9,"session":10},"sw-115-1-research-methods-024","進行個別深度訪談時，若要深化受訪者對問題的反應，以增加資料的豐富性，可採用下列何種技巧？",24,{"webId":37,"stem":38,"number":39,"year":9,"session":10},"sw-115-1-research-methods-028","有關行動研究的實施程序，下列何者正確？",28,{"webId":41,"stem":42,"number":43,"year":9,"session":10},"sw-115-1-research-methods-023","下列那個情況最適合運用參與觀察法進行研究？",23,{"webId":45,"stem":46,"number":47,"year":9,"session":10},"sw-115-1-research-methods-029","質性研究者在不同情境中需要扮演不同的觀察者角色，若界定自己是研究者，在社會過程中和參與者互動，但並不會假裝是參與者，是屬於下列何種角色？",29,1787299259088]